LIBRARY 

OF   THE 

UNIVERSITY  OF  CALIFORNIA 


OF" 


PACIFIC  THEOLOGICAL  SEMINARY. 
Accession  ftJ.£>?£t        Class 


DUSTRIAL    EDUCATION 


IN    THE 


UNITED  STATES. 


SPECIAL  REPORT 


'RKPARED    »V 


IE  U.  S.  BUREAU  OF  EDUCATION 


WASHINGTON: 

EKNMES 

1833. 


INDUSTRIAL   EDUCATION 


IX    THE 


UNITED  STATES, 


A  SPECIAL  REPORT 


PREPARED   BY 


THE  U.  S.  BUREAU  OF  EDUCATION. 


WASHINGTON. 

GOVERNMENT    PRINTING   OFFIOE, 

1883. 


47TH  CONGRESS,  )  SENATE.  (  Ex.  Don. 

2d  Session.        f  \    No.  25. 


LETTER 

FROM  THE 

SECRETARY    OF   THE   INTERIOR, 


TRANSMITTING, 


In  response  to  Senate  resolution  of  December  15,  information  relating  to 
industrial  education  in  the  United  States. 


DECEMBER  27,  1882. — Eeferred  to  the  Committee  on  Education  and  Labor  and  or- 
dered to  be  printed. 


DEPARTMENT  OF  THE  INTERIOR, 

Washington,  December  27, 1882. 

SIR  :  I  have  this  day  received  from  the  Commissioner  of  Education, 
and  have  the  honor  to  forward  for  the  information  of  the  Senate,  the 
following  reply  to  the  resolution  of  the  Senate  of  the  15th  instant,  call- 
ing for  information  in  regard  to  industrial  education. 
Very  respectfully,  your  obedient  servant, 

H.  M.  TELLER, 

Secretary. 
The  PRESIDENT  OF  THE  SENATE. 


DEPARTMENT  OF  THE  INTERIOR, 

BUREAU  OF  EDUCATION, 
Washington,  D.  6'.,  December  27,  1882. 

SIR:  I  have  the  honor  to  acknowledge  the  receipt  of  the  following 
resolution  of  the  Senate  of  the  United  States,  referred  by  you  to  me  on 
December  19 : 

Resolved,  That  the  Secretary  of  the  Interior  is  directed  to  furnish  to  the  Senate  the 
latest  and  fullest  information  in  the  possession  of  the  Bureau  of  Education  in  relation 
to  technical  or  industrial  education  in  the  schools  and  colleges  endowed  in  whole  or 
in  part  by  the  Government  of  the  United  States,  and  also  in  other  schools  in  the 
country  reporting  instruction  in  industry  for  either  men  or  women. 

Education,  in  its  relation  to  industry,  is  a  subject  of  earnest  consid- 
eration in  the  public  mind.  Older  countries,  struggling  with  some  of 
the  severer  problems  of  civilization,  have  found  great  aid  in  their  solu- 
tion by  modifying  the  instruction -given  the  children  in  their  schools. 
Educated  labor  is  found  to  be  a  prominent  factor  in  national  prosperity. 

Eecently  industrial  education  in  some  form  has  been  the  subject  of 
special  inquiry  in  various  foreign  countries.  Several  of  our  own  States, 
S.  Ex.  25 1 


Z  INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 

and  a  number  of  associations  and  institutions,  have  been  making  active 
efforts  to  gain  further  information  upon  the  subject. 

This  office  is  compelled  to  make  technical  instruction  a  subject  in  re- 
gard to  which  it  constantly  collects  and  communicates  facts ;  and  I  have 
the  honor  to  submit  the  following  reply  to  the  resolution  of  the  Senate, 
drawn  from  material  already  gathered  in  the  office  in  response  to  pre- 
vious demands. 

I  have  the  honor  to  be,  very  respectfully,  your  obedient  servant, 

JOHN  EATON, 

Commissioner. 

The  Hon.  SECRETARY  OF  THE  INTERIOR. 


K  E  P  O  R  T  . 


It  will  be  seen  that  the  information  called  for  by  the  Senate  resolu- 
tion is  coocerned  with  a  wide  educational  field.  Colleges  of  agriculture 
and  mechanics,  and  institutions  affording  instruction  similar  to  that  of 
agricultural  colleges,  as  well  as  those  which  give  opportunities  to  women 
for  industrial  education,  come  within  the  sphere  of  inquiry.  In  other 
words,  the  educational  training  of  'the  farmer,  the  mechanic,  and  the 
housekeeper,  so  far  as  it  is  attempted  by  organized  effort,  is  the  subject 
on  which  information  is  required  to  be  given.  In  the  West  provision  is 
usually  made  for  the  education  of  these  three  classes  in  the  same  schools ; 
for,  in  the  newer  States,  it  is  the  generally  accepted  belief  that  those  who 
are  to  be  coworkers  in  actual  life  may  well  be  associated  in  the  prepara- 
tion for  it ;  that  man  and  woman  are  entitled  to  equal  and  similar,  if 
not  identical,  educational  privileges.  In  the  more  conservative  re- 
gions of  the  East  and  South  the  sexes  are  not  so  frequently  educated 
together. 

In  Massachusetts  the  colleges  of  agriculture  and  mechanic  arts  are 
distinct  from  each  other,  so  that  not  only  the  education  of  the  house- 
keeper is  entirely  separated  from  that  of  the  farmer  and  mechanic,  but 
even  these  latter  classes  are  trained  in  independent  institutions.  This 
separation  exists  to  a  less  extent  in  Missouri,  where  the  school  of  mines 
and  metallurgy  is  distinct  from  the  other  departments  of  the  university. 

It  has  been  necessary,  in  order  to  cover  the  entire  ground  contem- 
plated by  the  resolution,  to  extend  the  report  beyond  the  limits  of  a 
single  class  of  schools,  and  to  present  information  respecting  varied 
institutions  other  than  those  endowed  by  the  national  land  grant.  The 
colleges  of  agriculture  and  the  mechanic  arts  are  entitled  to  and  re- 
ceive the  most  prominent  place  in  both  resolution  and  report  for  many 
just  reasons.  They  are  doing  a  great  proportion  of  the  work  of  indus- 
trial education.  The  number  of  students  attending  them  in  1880  was 
more  than  double  that  of  the  students  in  the  schools  of  science  not 
aided  by  the  land  grant,  if  the  institutes  affording  only  evening  in- 
struction, special  teaching,  or  general  lectures,  such  as  the  Cooper  In- 
stitute of  New  York  and  the  Wagner  Institute  of  Philadelphia,  be 
excluded.  It  is  true  that  some  of  these  individual  schools  of  science  are 
munificently  endowed,  and  afford  their  students  most  excellent  opportu- 
nities for  obtaining  a  technical  education,  but  this  has  come  to  be  true  of 
some  of  the  schools,  colleges,  and  universities  which  have  received  na- 
tional aid,  and  many  of  those  that  are  less  richly  endowed  are  occupy- 
ing fields  which  otherwise  would  be  destitute  of  institutions  for  educat- 
ing men  in  the  practical  sciences  and  arts,  and  consequently  without 
educated  men  to  foster  and  direct  their  industries  and  utilize  their 
resources.  As  the  fruits  of  these  institutions  appear,  they  show  that 
in  all  sections  the  education  of  persons  to  be  engaged  in  staple  indus- 
tries is  being  obtained  largely  within  their  walls. 

It  is  evident  [said  an  eminent  educator  after  an  extended  tour  among  our  agricult- 
ural colleges]  that  the  American  technical  colleges  are  rapidly  taking  the  idea  that 
their  usefulness  will  depend,  not  on  solving  an  abstract  problem  as  to  what  sort  of 

3 

84675 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

education  would  most  benefit  a  farmer,  for  example,  but  on  solving  a  problem  muc'h 
more  practical,  though  really  harder,  namely,  what  sort  of  an  education  does  the 
farmer  want  or  can  be  induced  to  receive  in  order  to  fit  him  for  his  work  of  farming. 

The  thinking  farmer  and  mechanic  have  wanted  and  will  ever  desire 
to  see  a  system  of  schools  established  and  in  operation  for  the  benefit 
of  the  classes  to  which  they  belong.  The  farmer,  striving  to  improve 
his  land  and  crops  and  stock,  asks  himself  a  thousand  questions,  and 
is  obliged  to  confess  his  inability  to  answer  half  of  them  satisfactorily. 
There  is  a  latent,  deeply-rooted  belief  in  his  mind  that  it  is  possible  that 
his  son  may  be  so  taught  as  to  know  riot  only  the  innumerable  details 
and  the  practical  working  of  the  farm,  where  he  himself  is  the  best 
teacher,  but  also  the  things  which  have  been  beyond  his  comprehension. 
The  peculiarities  of  soils,  the  causes  of  deficiencies  in  crops,  the  insects 
that  injure  them,  the  unproductiveness  of  his  orchards,  the  diseases  of 
his  stock,  the  inconveniences  of  his  buildings,  these  and  similar  things 
attract  his  attention,  give  rise  to  questions  which  he  knows  not  how  to 
answer  correctly,  and  fix  in  his  mind  the  thought  that  if  education  is 
education  it  can  and  should  teach  how  to  avoid  or  remedy  the  evils 
which  are  robbing  him  of  his  profits  and  impairing  his  prosperity.  There 
are  also  those  who  take  a  more  comprehensive  and  far-reaching  view  of 
the  subject.  They  remember  that  agriculture  feeds  the  world  and  gives 
employment  to  a  multitude  of  its  inhabitants  ;  that  it  is  an  art  founded 
on  science,  and  that  as  the  departments  of  science  on  which  it  is  based 
are  more  thoroughly  known,  and  the  art  itself  is  carried  to  greater  per- 
fection, the  world  will  be  better  fed  and  the  services  of  those  that  till 
the  earth  more  richly  rewarded.  They  regret  that  agriculture  is  slow 
to  advance.  Oldest  of  the  arts,  it  is  almost  last  to  come  into  deserved 
prominence,  and  to  receive  systematic  and  liberal  encouragement  and 
aid. 

This  lack  of  adequate  development  [says  a  recent  writer]  is  due  to  two  main 
causes  :  To  the  rarity  of  scientific  investigation  into  the  principles  upon  which  the 
tilling  of  the  ground  (and  the  care  of  cattle)  ought  to  be  carried  out,  i.  e.,  into  the 
laws  governing  the  grow.th  of  crops  and  of  beasts,  and  to  the  want  of  adequate  scien- 
tific training  on  the  part  of  the  farmer.  If  we  look  at  the  other  arts,  we  shall  find 
the  numbers  of  the  respective  guilds  enthusiastically  bent  on  two  thin  s  :  Oil  the  ad- 
vancement of  scientific  inquiry  and  the  scientific  education  of  the  practitioner.  ' 
Of  all  human  occupations,  the  one  which  most  of  all  stands  in  daily  need  of  a  sound 
scientific  judgment  and  of  wide  scientific  knowledge,  is  that  of  tilling  the  ground 
and  feeding  cattle.  The  problems  of  agriculture  are  scientific  problems  of  the  high- 
est difficulty  and  complexity.  The  question  how,  under  given  conditions,  to  feed  a 
beast  in  the  cheapest  and  best  way  is  one  which  involves  the  most  profound  physio- 
logical considerations  ;  is  one  which  can  only  be  satisfactorily  answered  by  prolonged 
and  exact  experimental  inquiries.  The  adequate  preparation  of  the  ground  for  the 
growth  of  a  given  crop  is  a  subject  which,  seriously  examined,  expands  into  a  whole 
series  of  problems,  taxing  to  the  utmost  the  fullest  and  most  advanced  chemical  and 
botanical  knowledge. 

An  idea  prevails  with  the  mechanics  similar  to  that  entertained  by 
the  individual  farmer.  He,  too,  sees  in  a  suitable  education  the  advance- 
ment of  his  position  and  the  elevation  of  his  children.  A  proof  of  this 
is  furnished  by  the  answers  given  by  employes  in  various  kinds  of  fac- 
tories and  shops  to  questions  concerning  education,  asked  of  them  by 
the  Kew  Jersey  Bureau  of  Statistics  of  Labor  and  Industries.  A  laborer 
in  a  glass  factory  writes:  " Technical  education  should  be  made  compul- 
sory for  the  laboring  class."  A  silk  worker  says :  u  Industrial  schools  as 
they  exist  in  Europe  should  be  set  up."  A  carpenter  believes  that 
u  There  should  be  appropriations  for  technical  schools  in  every  city." 
The  idea  of  education  for  business  and  for  labor  penetrates,  pervades, 
and  permeates  the  masses.  It  has  compelled  recognition  in  political 


INDUSTRIAL   EDUCATION    IN   THE    UNITED    STATES.  5 

circles,  and  statesmen  have  sought  means  whereby  it  might  be  satisfied. 
To  use  the  words  of  President  White,  of  Cornell  University : 

It  is  not  to  be  scolded  out  of  existence  by  solid  review  articles  or  pooh-poohed  out 
of  existence  by  pleasant  magazine  articles.  Evidently  the  idea  is  rooted  in  our 
planet  and  will  hardly  be  pulled  up  by  narrow  literary  men  who  hold  the  time-hon- 
ored studies  the  most  eminently  respectable  ;  or  by  narrow  practical  men  who  disbe- 
lieve in  " book  learning'7;  or  by  narrow  religious  men  who  fear  tha,t  geology  may 
harm  Genesis. 

It  was  in  conformity  to  this  practical,  popular,  and  controlling  idea  of 
educating  men  for  their  work  that  colleges  of  agriculture  and  the  me- 
chanic arts  were  established,  and  are  arranging  and  putting  into  opera- 
tion their  courses  of  sudy,  training,  and  experimentation  ;  and  whatis 
being  done  to  satisfy  a  popular  educational  demand  should  be  plainly 
set  before  the  people,  that  they  may  know  that  their  wishes  are  regarded 
and  their  expenditure  in  this  direction  is  applied  for  their  own  benefit. 

Again,  the  colleges  of  agriculture  and  mechanic  arts  deserve  promi- 
nence in  a  report  of  this  kind  because  they  are  distinctively  American. 
No  other  country  possesses  a  similar  class  of  institutions,  which  freely 
open  their  doors  to  the  youth  of  the  regions  in  which  they  are  situated 
and  provide  for  their  students  wise,  liberal,  and  appropriate  courses. of 
study  adjusted  to  their  peculiar  wants.  Nowhere  else  is  there  a  system 
of  schools  affording  parallel  lines  of  instruction,  doing  the  same  kinds  of 
work,  and  covering  so  wide  a  ground.  The  countries  of  Europe  have  their 
schools  of  agriculture  and  of  polytechnics,  but  they  are  more/specialized 
than  ours.  Education  is  not  so  much  directed  toward  preparation  for  citi- 
zen ship  in  the  monarchical  governments  of  Europe  as  with  us.  There  the 
end  of  teaching  has  been  reached  when  it  has  produced  a  skilled  specialist 
in  some  branch  of  science,  art,  or  industry  ;  here  the  work  to  be  done  by 
the  pupil  is  not  taught  to  the  exclusion  of  his  social  and  political  obli- 
gations. Our  system  of  agricultural  colleges  recognizes  the  fact  that 
the  American  laborer  has  duties  to  perform,  both  as  a  workman  and  as 
a  ruler.  They  seek  to  educate  him  for  leading  industries,  so  that  our 
fields  may  be  carefully  tilled  and  our  trades  skillfully  followed.  They 
aim,  also,  to  prepare  him  by  a  general  education  for  his  share  in  the 
government  of  the  people,  so  that  the  prosperity  and  intelligence  of  the 
nation  may  be  increased  through  his  efforts. 

The  agricultural  and  mechanical  colleges  of  the  United  States  not 
only  differ  as  a  class  from  foreign  schools  in  being  less  specialized,  but 
are  also  dissimilar  to  the  schools  of  particular  nations  and  to  individual 
schools  in  many  points  of  detail.  They  differ  from  the  agricultural  col- 
leges of  England  in  being  open  to  all  youth  ;  while  at  Cirencester,  where 
the  tuition  is  £50  per  annum,  and  presumably  at  its  sister  agricultural 
college,  Wilts  and  Hantz,  only  the  sons  of  the  wealthy  are  educated. 
They  are  unlike  the  agricultural  colleges  at  Altnarp,  Sweden,  and  at  Ho- 
henheim,  Wiirttemberg,  for  in  those  the  sons  of  the  wealthy  and  titled  re- 
ceive other  instruction  than  that  given  to  the  sons  of  peasants.  "Every 
great  agricultural  college  in  Europe,"  says  President  White,  u  must  either 
be  cut  into  two  parts,  with  peasants'  sons  in  one  and  the  gentry  in  the  other, 
as  at  Hohenheim,  or  they  must  exclude  peasants'  sons  altogether,  as  at 
Cirencester."  Our  colleges  are  not  in  name  a  part  of  a  graded  system 
of  schools  teaching  the  same  subjects  like  those  of  Ireland,  nor  even 
links  in  a  chain  of  institutions  laboring  for  the  same  ends,  like  those 
for  agricultural  education  in  Sweden.  In  that  country  the  agricultural 
colleges  are  aided  in  their  work  by  agricultural  schools,  model  and  ex- 
perimental dairies,  and  agricultural  societies.  In  Ireland  there  is  a 
graduated  system  of  instruction  from  the  public  schools,  in  which  a  text 


6  INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 

book  on  agriculture  is  used,  to  the  farm  schools,  and  finally  to  the  Al- 
bert Institute  at  Glasnevin.  In  France  there  are  farm  schools,  depart- 
mental schools  of  agriculture,  and  a  national  agricultural  institute. 

Elsewhere  there  is  a  similar  classification  of  schools.  Our  agricult- 
ural colleges  are  not  a  part  of  a  system  of  agricultural  schools.  To  be 
most  useful  they  must  be  connected  with  some  tributary  institutions. 
The  public  schools  are  the  only  available  ones  with  which  to  make  con- 
nection, and  this  connection  is  being  made  close  and  firm,  and  by  it 
agricultural  colleges  are  becoming  a  part  of  the  national  system  of  edu- 
cation. This  intimate  relation  of  our  higher  institutions  with  public 
schools  is  illustrated  by  a  law  passed  by  the  legislature  of  Minnesota, 
by  which  it  binds  its  high  schools  closely  to  its  university,  which  receives 
the  benefit  of  the  land  grant  of  1862.  Aid  is  provided  for  them  by  the 
State;  in  order  that  it  may  be  bestowed  judiciously,  its  distribution  is 
intrusted  to  a  board  of  commissioners,  one  of  whom  is  the  president  of 
the  university.  They  must  require  each  school  desiring  aid  to  comply 
with  the  following  conditions  : 

1.  That  there  be  regular  and  orderly  courses  of  study  embracing  all 
the  branches  prerequisite  for  admission  to  the  collegiate  department  of 
the  University  of  Minnesota. 

2.  That  the  said  schools  receiving  pecuniary  aid  under  this  act  shall 
at  all  times  permit  the  said  board  of  commissioners,  or  any  of  them,  to 
visit  and  examine  the  classes  pursuing  the  said  preparatory  courses. 

After  inspection,  report,  and  approval,  each  school  receives  $400. 
The  president  of  the  university  has  charge  of  the  required  examinations 
when  a  study  in  a  college  preparatory  course  is  about  to  be  completed. 
Examination  papers  are  furnished  by  the  examining  officer  of  the  board, 
and  every  pupil  that  passes  the  examination  receives  through  his  prin- 
cipal a  certificate  on  which  is  the  following  indorsement :  uOn  applying 
for  admission  to  the  University  of  Minnesota,  present  this  certificate 
and  you  will  be  excused  from  examination  in  the  study  named." 

There  are  colleges  of  agriculture  in  Europe  giving  instruction  in 
more  advanced  studies  and  requiring  greater  previous  training  than  do 
any  of  the  colleges  of  the  United  States.  A  single  illustration  will 
suffice.  In  Bavaria  higher  agricultural  education  is  afforded  by  the 
central  school,  at  Weihenstephan,  and  the  agricultural  department  of  the 
polytechnic  school  at  Munich.  The  candidate  for  admission  to  the 
central  school  must  complete  the  course  of  study  either  of  the  Gewer- 
beschule  or  the  Kealgymnasium.  The  student  from  the  former  school 
has  carefully  studied  his  mother  tongue ;  mathematics,  including  trig- 
onometry and  descriptive  geometry;  the  natural  sciences,  especially 
chemistry  and  zoology;  the  French  language;  and  all  the  usual  studies 
of  an  elementary  course,  such  as  drawing,  arithmetic,  geography,  and 
history.  The  student  coming  from  the  Kealgyinnasium  has  pursued 
similar  studies,  except  that  he  has  not  obtained  an  actual  knowledge  of 
the  sciences,  but  has  studied  Latin  seven  years.  In  either  case  the 
applicant  for  admission  to  the  central  school  must  have  a  practical 
acquaintance  with  farm  work.  The  course  of  study  in  this  school  is 
such  as  to  require  this  amount  of  preparation.  Applicants  for  admis- 
sion at  Munich  must  spend  two  years  more  at  their  books,  though 
they  are  not  required  to  have  a  practical  knowledge  of  farm  opera- 
tions. These  requirements  for  admission  are  equivalent  to  the  com- 
pletion of  an  ordinary  collegiate  course,  and  the  studies  pursued  are 
on  a  par  with  a  graduate  professional  course. 

In  touching  upon  other  differences  between  American  and  foreign 
technical  schools,  I  cannot  do  better  than  to  quote  the  language  used 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  7 

by  Prof.  John  D.  Bunkle,  in  an  account  of  some  institutions  with  which 
he  became  familiar  during  a  recent  visit  to  Europe : 

The  teaching  force  in  all  of  them,  particularly  in  the  professional  subjects,  is  much 
larger  than  with  us.  The  result  is  that  there  is  a  much  greater  subdivision  of  sub- 
jects, and  more  time  given  to  each.  The  theoretical  subjects  are  treated  with  much 
more  fullness  than  is  possible  here,  and  a  much  wider  range  of  instruction  is  included 
in  each  department. 

There  is  also  a  marked  contrast  in  the  methods  of  instruction.  In  the  foreign 
schools  all  the  instruction  is  given  by  lectures,  and  the  professor,  as  a  rule,  takes  no 
means  to  learn  whether  his  students  understand  the  subject  or  not.  They  are  ex- 
pected to  take  sufficiently  full  notes  during  the  lecture  to  be  able  afterwards  to  write 
it  out  fully.  For  those  students  who  have  the  ability  and  industry  to  do  this  work 
faithfully  the  method  is  a  good  one ;  but  from  all  the  information  I  have  been  able  to 
gain,  with  a  large  number  it  fails.  While  most  of  the  programmes  of  instruction  re- 
fer to  periodic  examinations  for  testing  the  student's  progress  and  proiiciency,  I  know 
that  in  some  of  the  German  schools  such  examinations  are  entirely  discontinued,  and 
the  only  examinations  held  are  those  for  degrees.  The  reason  given  me  was  that  it 
entailed  too  much  work  upon  the  teachers. 

Another  strong  contrast  between  these  schools  and  those  at  home  is  in  the  freedom 
of  the  student  in  the  choice  of  studies.  There  the  student  enters  his  name  for  cer- 
tain courses  of  lectures,  and  then  attends  or  not,  as  he  likes.  Of  all  the  polytechnic 
schools  we  have  visited,  that  at  Zurich  is  the  only  one  which  prescribps  a  fixed  course 
of  studies  and  holds  stated  test  examinations  for  progress  and  promotion  ;  and  even 
in  this  school  the  agitation  has  begun  for  the  adoption  of  the  German  method.  The 
great  advantage  to  the  student  of  the  German  freedom  is  that  it  enables  him  to  con- 
centrate all  his  time  and  energies  upon  those  studies  which  are  vital  to  the  end  he  has 
in  view.  This  course  is  only  allowable  after  the  student  has  acquired  a  good  general 
education,  equivalent  to  the  under-graduate  course  in  the  best  American  colleges  and 
technical  schools,  which  I  consider  a  far  broader  and  more  substantial  education  for 
the  mass  of  students  than  that  furnished  by  the  German  schools  of  the  same  grade. 
It  may  be  that  the  German  student  enters  the  polytechnic  school  with  technically  a 
better  preparation  than  the  majority  of  our  students;  but  this  by  no  means  justifies 
the  removal  of  all  further  restraints  in  the  manner  and  matter  of  the  subsequent  edu- 
cation. Even  the  best  students  are  aided  by  the  moral  support  of  frequent  examina- 
tions and  a  fixed  course  of  studies  until  they  are  able  to  work  with  a  good  degree  of 
independence,  and  only  need  the  guidance  and  advice  of  teachers  in  connection  with 
proper  opportunities.  After  the  student  has  the  ground- work  of  his  profession  laid 
he  can  profit  by  a  period  of  freedom  to  fill  out  the  plan  and  make  up  deficiencies  of 
which  he  will  then  begin  to  be  conscious. 

A  final  reason  for  devoting  the  larger  part  of  the  report  to  the  col- 
leges of  agriculture  and  the  mechanic  arts  is  that  they  have  been  given 
endowment  funds  by  Congress ;  those  who  have  received  money  from 
the  government  should  furnish  reports  of  the  methods  and  results  of  its 
expenditure.  This  duty  was  required  in  the  act  granting  aid  to  agri- 
cultural colleges  in  the  following  words : 

An  annual  report  shall  be  made  regarding  the  progress  of  each  college,  recording 
any  improvements  and  experiments  made,  with  their  cost  and  results,  and  such  other 
matters,  including  State  industrial  and  economical  statistics,  as  may  be  supposed 
useful. 

SECTION  1. 
COLLEGES  OF  AGRICULTURE  AND  THE  MECHANIC  ARTS. 

Many  of  the  colleges  of  agriculture  and  mechanics  made  full  and 
.  satisfactory  replies  to  a  circular  letter  addressed  them  some  time  since 
for  the  purpose  of  obtaining  direct  statements  about  their  educational 
aims,  methods,  and  appliances.  Where  these  statements  were  incom- 
plete they  were  filled  out  from  material  in  this  office,  such  as  catalogues 
and  annual  reports.  In  the  absence  of  any  special  statement  from  a 
college  officer,  facts  have  been  gleaned  from  available  sources.  In  this 
way  a  brief  sketch  of  each  institution  has  been  prepared,  and  is  pre- 
sented, usually  after  revision  by  the  head  of  the  institution  it  describes, 


8  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

in  Appendix  A,  accompanying  this  report.  In  Appendix  B  are  statis- 
tics of  the  same  institutions. 

There  remains,  therefore,  little  to  be  said  concerning  agricultural  col- 
leges except  in  the  way  of  a  general  review  of  their  sphere  and  work. 

OBJECTS. — The  usual  form  of  stating  the  objects  these  colleges  are 
endeavoring  to  accomplish  is  to  say  that  they  are  those  specified  in  the 
act  of  Congress  of  July  2,  1862,  by  which  the  grant  of  land  for  the  en- 
dowment of  these  institutions  was  made.  This  act  says  : 

The  leading  object  shall  be,  without  excluding  other  scientific  and  classical  studies 
and  including  military  tactics,  to  teach  such  branches  of  learning  as  are  related  to 
agriculture  and  the  mechanic  arts  in  such  manner  as  the  legislatures  of  the  States 
may  respectively  prescribe,  in  order  to  promote  the  liberal  and  practical  education  of 
the  industrial  classes  in  the  several  pursuits  and  professions  of  life. 

The  real  intent  of  the  act  has  been  considered  to  be  not  only  the  estab- 
lishment of  schools  for  professional  training  in  agriculture  and  in  trade, 
but  particularly  "  to  promote  the  liberal  and  practical  education  of  the 
industrial  classes." 

1.  Education  which  prepares  persons  for  the  occupation  they  are  to 
follow  is  practical.  The  instruction  of  the  dissecting  room  and  that  of 
the  lecture  room  are  equally  practical  to  the  medical  student.  The  in- 
struction of  a  young  mechanic  in  arithmetic  and  in  reading  is  as  much  a 
part  of  his  practical  education  as  his  labor  in  the  shop  beneath  the  eye 
of  a  master.  The  former  kind  of  instruction  is  everywhere  afforded  in  our 
public  schools  ;  the  latter  is  not  provided  for  the  multitude  of  laboring 
men.  With  the  disappearance  of  apprenticeship  and  the  multiplica- 
tion of  artistic  manufactures  has  come  a  great  need  of  training  for  me- 
chanics, but  no  direct  way  has  been  opened  by  which  they  can  learn 
their  trades.  The  truth  of  this  statement  is  shown  by  the  answers 
given  by  New  Jersey  workmen  of  different  trades  to  the  question 
"  Is  there  any  system  of  teaching  apprentices  in  the  factory  where  you 
work?"  which  had  been  asked  by  the  statistical  bureau  of  that  State. 

Glass-blowers. — "  None." 

Iron  workers,  iron  moulders. — "  Very  loose  system ;  taken  without  in- 
denture, and  are  discharged  at  their  own  pleasure  or  that  of  the  em- 
ployer, with  the  trade  only  half  learned."  '  ki  They  work  at  what  they  can 
do  and  gradually  learn."  u  Pick  it  up  the  best  way  they  can."  "  If 
they  are  smart  boys  we  teach  them."  "  They  are  not  indentured ;  a  ver- 
bal agreement  is  all."  "  Take  them  for  five  or  six  years,  paying  them  at 
first  $2.50  a  week." 

Core-makers. — "  No  one  teaches  them ;  they  work  up  themselves." 
"  Merely  verbal  agreement,  which  is  not  often  regarded."  "  If  they 
have  ability  and  aptness  anyone  is  willing  to  teach  them."  "  Learn- 
ers must  serve  a  term  of  two  years." 

Nail  feeders. — "  The  system  is  to  keep  one  from  learning  the  trade." 
"  They  give  us  no  chance  to." 

Iron  roller. — "  They  work  up." 

Saw  maker. — u  Yes.  Hire  them  by  the  week,  with  the  understand- 
ing that  if  they  are  steady  they  will  have  the  first  chance  to  learn.  The 
time  thus  occupied  is  allowed  if  they  are  taken  on." 

Printers. — "  Boys  are  taken  on  a  three  years7  apprenticeship,  and  are 
taught  the  trade  by  the  foreman."  "Go  in  as  a  i  devil7  and  work  up." 
"  It  has  been  successfully  taught  in  technical  schools." 

Weavers  in  cotton  factory. — "  Weavers  take  new  hands  for  about  three 
weeks,  after  which  they  become  spare  hands  until  they  are  good  weav- 
ers and  work  for  themselves.  They  receive  nothing  while  learning." 
"  Taught  to  fix  looms ;  go  under  instructors  for  two  or  three  weeks." 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

Woolen  mills  operatives. — "Weaver:  "Learn  by  practice  do  a  few 
weeks,  with  an  old  weaver."  Wool  sorter:  "Yes,  there  is  a  regular 
system.  We  set  the  apprentice  to  work  assorting  until  he  can,  in  a 
measure,  tell  the  qualities.  It  is  all  eye  practice." 

Carriage  makers. — "  Work  them  up  gradually."  "  Generally  they  are 
taken  during  the  busy  part  of  the  season  and  then  sent  off."  "A  cut- 
throat plan." 

Chair  makers. — "  The  boys  are  used  to  the  best  advantage  of  the  em- 
ployer. The  work  is  so  subdivided  that  a  boy  cannot  learn  how  to 
make  a  complete  chair  in  four  years." 

Potter. — "The  foreman  teaches  them."  "They  are  taught  by  being 
shown."  "  They  learn  by  watching  and  being  instructed  in  the  differ- 
ent branches." 

Silk  weavers. — "  Yes.  Apprentices  are  taken  and  sent  to  some  ex- 
perienced hand  for  three  or  four  weeks  to  help  and  get  instructions. 
This  is  without  pay.  Then  they  obtain  looms  for  themselves."  "  Yes 
and  no.  The  weaver  is  at  liberty  to  take  in  apprentices  whenever  he 
chooses.  As  soon  as  they  are  able  to  tend  a  power  loom  they  can  fill 
vacancies,  if  there  are  any."  "  The  employes  ought  to  have  control  of 
the  apprentices,  in  order  that  the  bosses  may  not  take  their  friends  and 
favorites  to  teach  them  the  trade,  and  send  off  those  of  the  employes." 
"  Learners  must  stand  by  and  look  on  for  three  or  tour  weeks  without 
pay,  until  they  can  weave."  "  Take  children  under  14  years  and  let 
them  learn  for  one  or  two  weeks."  "  Sometimes  they  are  taught.  In 
order  to  understand  perfectly  they  must  work  for  six  weeks.  They 
work  three  out  of  the  six  without  pay." 

Silk  workers. — "  School  girls  are  taken  for  three  or  four  weeks,  until 
they  understand  how  to  tend  six  or  twelve  ends  ;  till  they  are  able  to 
run  a  machine."  "  Experienced  silk  workers  are  instructed  little  by 
little,  until  finally  they  are  able  to  twist  perfectly."  "  Girls  taken  in 
learn  how  to  handle  silk  and  start  the  machine."  "  Boys  are  taken  on 
small  wages  to  help,  and  in  course  of  time  become  skilled  workmen." 
"The  method  here  adopted  is  to  take  in  fresh  hands,  let  them  look  on 
for  a  week  or  less,  then  help  one  or  two  weeks  without  pay,  and  then 
discharge  them.  If  they  desire  to  come  back  they  are  taken  from  $3 
to  $5  a  week."  "There  are  not  sufficient  opportunities  offered  to  the 
girls  to  learn  the  other  branches  of  the  business." 

Jewellers. — "Boys  come  in  at  low  wages  and  work  up  until  twenty- 
one."  "  No  system ;  they  learn  all  they  can."  "  During  a  period  of 
from  three  to  five  years,  until  he  knows  how  to  scroll."  "  Boys  are 
placed  between  men  and  sometimes  put  on  the  same  jobs,  and  are 
watched  by  them."  "  Almost  every  shop  has  its  own  system,  and  the 
majority  a  very  bad  one.  The  trouble  is  that  our  trade  is  not  suffi- 
ciently organized  to  compel  employers  to  have  a  fair  plan  of  taking  in 
boys.  In  a  good  many  shops  most  of  the  work  is  done  by  teams  of  boys 
or  green  hands.  This  is  the  curse  of  our  trade  and  keeps  us  down." 
"  To  get  all  the  work  possible  out  of  the  apprentices,  so  that  the  jour- 
neymen will  lose  all  the  time  possible,  is  the  only  method  in  my  shop." 

The  educational  opportunities  of  an  apprentice  at  the  present  time 
compared  with  those  he  possessed  in  the  days  when  apprenticeship  was 
the  accepted  way  of  admission  to  trades  and  had  the  protection  and 
support  of  wise  laws  are  discouraging.  This  is  well  illustrated  by  an 
extract  which  Mr.  Twining  gives  in  his  Technical  Training  from  a 
writer  on  technical  education  in  France,  from  which  I  take  the  fol- 
lowing : 


10  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

The  old  guilds,  with  their  antiquated  rules  and  rage  for  public  banqueting,  were 
not  nerhaps  progressive  bodies ;  but  in  their  own  rough  way  they  kept  an  eye  on 
apprentices,  reproved  and  even  punished  the  masters  who  were  remiss  in  instructing 
them,  and  maintained  among  the  apprentices  themselves  a  Avholesome  emulation  by 
means  of  frequent  examinations,  badges,  and  money  prizes.  There  were,  in  fact, 
trade  degrees  like  those  in  a  university;  and  an  apprentice,  however  rich  he  might 
be,  could  only  become  a  master  and  set  up  shop  after  having  obtained  three  certifi- 
cates of  proficiency.  The  first  was  bestowed  after  two  years  of  apprenticeship  ;  the 
second,  with  a  colored  badge,  at  the  end  of  the  fifth  year ;  and  the  third,  with  a  silver 
badge,  when  the  apprenticeship  was  concluded  in  a  brilliant  manner.  *  *  *  In  the 
guild  times  care  was  taken  that  every  tradesman  who  accepted  apprentices  should 
be  thoroughly  qualified  to  teach  them.  Nowaclays,  no  qualifications  being  needed,  it 
is  naturally  the  most  incapable  tradesmen  who  are  keenest  in  try  ing  to  secure  appren- 
tices by  low  premiums.  They  take  in  a  boy  as  pupil  and  treat  him  as  a  servant,  send 
him  out  to  carry  parcels,  make  him  sweep  the  shop,  wash  up  plates  and  dishes,  arid 
let  him  pick  up  many  more  bad  habits  than  good  lessons. 

The  reasons  for  the  decay  of  apprenticeship  are  numerous  and  many 
of  them  of  long  standing.  Among  objections  advanced  by  Adam  Smith 
and  his  school  to  the  system  are  interference  with  the  property  which 
every  man  has  in  his  own  labor,  encroachment  on  the  liberties  of  em- 
ployer and  employe',  restraint  of  competition,  unnecessary  duration,  and 
its  failure  to  allow  the  rewards  of  faithful  labor  to  be  enjoyed  as  they 
are  earned.  Mr.  Stetson,  in  his  work  on  technical  education,  says : 

This  decay  of  apprenticeship  is  mainly  due  to  the  subdivision  of  labor  which  is 
now  observed  in  the  manufacture  of  nearly  all  things,  from  pins  to  locomotives,  be- 
cause it  is  found  to  yield  the  best  results.  The  use  of  machinery,  the  character  of 
which  is  often  such  as  to  put  an  end  to  small  enterprises,  has  promoted  this  subdi- 
vision by  accumulating  workmen  in  large  groups.  The  beginner,  confining  himself 
to  one  department,  is  soon  able  to  earn  wages.  This  gratifies  both  himself  and  his 
parents ;  and  so  he  usually  continues  as  he  began. 

Now  that  apprenticeship  is  actually  gone,  the  question  of  the  practical 
education  of  the  industrial  classes  in  their  handicrafts  and  occupations 
is  more  than  ever  one  for  the  public  consideration.  There  is  no  prospect 
of  a  revival  of  old-time  apprenticeship.  Foreign  skilled  labor  ought 
not  to  be  made  a  reliance.  Our  own  youth  ought  to  be,  and  must  be, 
trained  to  occupy  leading  places  in  the  arts  and  manufactures,  by  means 
of  special  instruction  given  in  schools  organized  for  the  purpose.  Any 
system  of  schools  or  instruction  which  fits  pupils  to  enter  intelligently 
upon  the  duties  of  life  and  the  work  of  a  trade  promotes  the  practical 
education  of  the  industrial  classes. 

Occasionally  some  form  of  apprenticeship  is  devised  by  a  single  firm, 
or  by  an  association  of  manufacturers  or  mechanics,  by  which  workmen 
may  be  prepared  for  places  in  which  they  need  more  than  ordinary  skill. 
An  illustration  of  this  is  found  in  an  attempt  made  a  few  years  since  by 
a  firm  in  Springfield,  Mass.,  to  obtain  and  discipline  stich  a  force  of 
mechanics  as  they  needed  in  their  work  as  designers  and  manufacturers 
of  machinery.  Applicants  were  to  be  at  least  sixteen  years  old.  The 
term  of  apprenticeship  was  six  years  for  those  under  twenty  who  had 
had  no  previous  experience,  and  five  years  for  those  over  twenty.  Those 
who  had  worked  in  a  shop  were  advanced  according  to  proficiency. 
Fifty-eight  hours  a  week  of  work  in  the  shop  and  nine  hours  of  evening 
study  were  required.  The  rates  of  pay  for  labor  varied  from  five  to  thir- 
teen cents  an  hour,  depending  upon  age  and  length  of  service.  Two 
cents. an  hour  additional  were  paid  into  a  reserve  fund  and  kept  for  the 
apprentice  until  he  had  finished  his  term  of  work.  Then  it  would  amount 
to  some  $400.  This  scheme  of  apprenticeship  promised  success,  but  the 
firm  were  compelled  by  business  changes  to  dissolve  partnership,  and 
so  the  plan  was  abandoned. 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  11 

The  necessity  of  industrial  training  to  the  advance  of  individuals  and 
the  prosperity  of  a  nation  has  been  well  shown  by  Mr.  J.  S.  Kussell.* 
An  abstract  of  portions  of  his  work  will  show  vividly  the  real  objects  for 
which  technical  schools  are  being  established,  and  for  which  the  insti- 
tutions endowed  with  the  national  laud  grant  ought  to  labor  as  their 
circumstances  will  permit. 

The  mission  ot  the  book  was  to  stir  up  a  crusade  against  educational 
ignorance,  disorganization,  and  neglect.  "It  was  written  under  the 
conviction  that  the  power,  wealth,  influence,  and  moral  character  of  the 
English  people  were  dependent  on  systematic,  elementary,  scientific, 
and  techuical  education."  The  eailier  parts  of  the  work  are  devoted  to 
a  description  of  the  organization  by  which  the  best  educated  nations  of 
the  continent  have  reached  their  present  distinction.  After  a  few  chap- 
ters the  author  chines  to  the  consideration  of  technical  education  as  a 
national  want.  It  interests  a  man  in  the  work  done  by  himself  and  his 
neighbor.  It  makes  workmen  better,  both  in  themselves  and  as  aids  to 
each  other. 

An  intelligent  community  of  workmen  will  get  through  their  work  quicker,  will  fit 
it's  parts  more  nicely,  will  finish  off  everything  more  sharply,  will  waste  less  material 
by  trial  and  error,  and  so  give  higher  value  as  well  as  quality  aiid  durability  to  all  their 
work,  than  ignorant,  unrefined,  ill-educated  men. 

The  highest  value  in  the  world's  markets  will  be  obtained  by  that  nation  which 
has  been  at  most  pains  to  cultivate  the  intelligence  of  its  people  generally,  and  after- 
wards to  give  each  the  highest  education  and  training  in  this  special  calling. 

These  propositions  axiomatic  to  his  mind  are  sustained  by  the  lessons 
of  the  world's  improvement  as  shown  by  expositions,  in  each  of  which 
the  nations  which  had  educated  their  mechanics  excelled  those  which  had 
not.  Quotations  are  given  from  officials  and  workmen  who  attended 
the  Paris  Exposition  of  1867.  A  china  painter  says-: 

The  present  prosperity  of  this  country  is  so  unmistakably  interwoven  with  its 
manufactures,  and  the  pre-eminence  of  these  depends  so  much  upon  new  adaptations, 
discoveries,  and  improvements,  as  to  demand  for  the  workers  in  iron,  china,  and  other 
departments  the  readiest  and  best  educational  training  and  enlightenment  this  nation 
can  give  them. 

Others  speak  in  the  same  manner. 

The  technical  education  of  the  industrial  classes  has  also  social  and 
moral  effects,  drawing  master  and  workman  into  closer  and  more  sym- 
pathetic relations,  and  inducing  each  to  aim  at  good  work  rather  than 
mere  pecuniary  success. 

When  education  has  given  to  each  man  a  knowledge  of  all  the  branches  of  his  work, 
and  there  remains  no  difference  of  rank,  excepting  superior  skill  and  intelligence, 
then  each  man's  individual  work  will  be  weighed  in  the  balance,  and  the  true  share 
of  his  merit  will  be  appraised  in  the  scale  of  wages. 

Equality  will  be  then,  as  now,  impossible,  but  the  scale  of  each  man's  life  may  be 
be  one  of  steady,  continual,  meritorious  rise. 

After  a  few  chapters  on  English  and  continental  education  the  author 
discusses  the  kinds  of  technical  training  which  various  industrial  classes 
require,  in  addition  to  a  fundamental  education,  saying  substantially : 

The  farmer  should  be  educated  in  sciences,  elementary  engineering,  mechanics,  and 
agriculture;  the  miner,  in  mineralogy,  geology,  chemistry,  and  his  own  work;  the 
merchant,  in  geography,  history,  foreign  languages,  political  economy,  and  laws. 
The  machinist  must  master  all  the  known  powers  of  material  nature  :  h*  at  ai>d  cold, 
weight  and  impulse,  matter  in  all  conditions — liquid,  solid,  and  gaseous,  standing  or 
running,  condensed  or  rare,  adamantine  or  plastic— all  must  be  seen  through  and 
comprehended  by  the  master  of  modern  mechanics.  Architects,  engineers,  teachers, 

^Systematic  Technical  Education  for  the  English  People,  by  J.  Scott  Russell,  esq., 
M.  A.,  F.  R.  S.  London,  1869. 


12  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

and  all  classes  of  workers  require  technical  education,  which  is  defined  to  be  "  that 
special  training  which  renders  the  talents  of  the  educated  man  directly  useful  to  that 
society  in  which  its  youthful  member  is  destined  to  pass  his  life." 

The  details  of  a  proposed  technical  university,  and  other  matters  per- 
taining to  the  application  of  general  principles  rather  than  the  discus- 
sion of  the  principles  themselves,  occupy  much  of  the  latter  portion  of 
the  work.  In  one  chapter,  nevertheless,  the  author  makes  general  re- 
marks on  the  present  need  of  technical  education,  summarized  as  follows: 

The  world  is  now  the  field  in  which  men  must  compete.  Therefore  they  ought  to 
know  its  languages,  that  they  may  go  from  one  country  to  another  as  better  oppor- 
tunities for  them  to  labor  are  offered.  They  should  be  acquainted  with  its  manufact- 
ures and  markets,  that  they  may  be  successful  in  competition  with  home  producers 
and  foreign  importers.  The  proper  education  of  mechanics  enables  them  to  dispense 
with  the  services  of  expensive  agents  and  middlemen  and  to  adapt  themselves  to  the 
changes  and  progress  in  industries.  In  this  progress  agriculture  is  becoming  chemis- 
try ;  husbandry,  machinery.  All  that  is  done  without  skill  is  going  to  be  done,  not 
by  intelligent  men,  but  by  dead  machinery.  Yet  intelligent,  educated,  conscientious 
men  are  needed  to  invent  and  manage  this  machinery.  For  the  time  when  such  men 
are  required  in  every  occupation  the  working  man  should  be  fitted.  But  above  and 
over  him  will  arise  the  class  who,  in  their  turn,  are  to  instruct,  guide,  and  think  for 
him.  However  skilled  to  work  his  machine,  he  will  still  depend  on  a  superior  to  in- 
vent or  make  it;  on  a  man  who  shall  come  after  him  to  complete  it.  These  are  the 
higher  departments  which  form  the  higher  ranks  of  crafts  ;  in  short,  above  the  skilled 
doers  we  must  have  the  skilled  thinkers.  *  *  * 

In  this  view  of  an  intelligent,  skilled  nation  it  is  plain  that  we  shall  be  able  to  do 
without  the  unskilled,  the  unintelligent,  the  uneducated.  *  *  *  The  men  of  the 
future  must  have  one  of  two  qualifications:  skill  to  do,  education  to  know,  or  both. 

Conclusions  as  to  the  value  of  technical  education  have  been  drawn 
by  Mr.  C.  B.  Stetson  from  the  opinions  of  manufacturers,  mechanics, 
educators,  and  statesmen.  They  are  stated  in  a  concise  and  compre- 
hensive form  in  his  work  already  referred  to,  and  deserve  the  consid- 
eration of  all  thinkers  upon  the  subject.  They  are  as  follows : 

(1)  The  person  who  has  general  charge  of  any  business  should  understand  that 
business  both  theoretically  and  practically.     His  knowledge  of  principles  should  be 
such  as  to  enable  him  to  instruct  any  subordinate  requiring  instruction,  to  determine 
at  once  the  comparative  value  of  different  processes  of  work,  or  to  invent  new  ones 
when  emergencies  require  it.     In  a  word  he  should  be  able  to  reach  just  conclusions 
at  once  by  his  knowledge  of  principles,  and  not  slowly  by  trial  and  error.     He  should 
be  workman  enough  to  know  when  work  is  well  done  that  he  may  not  be  cheated  by 
those  under  him,  and  that  he  may  be  able  to  render  justice  unto  all  by  duly  discrim- 
inating between  the  skilled  and  unskilled  laborer.     He  should  understand  his  business 
as  a  whole,  and  the  relation  of  each  part  to  the  whole.    Neither  skilled  workmen  nor 
tariffs  can  compensate  for  stupidity  on  the  part  of  the  superintendent.     Only  the  very 
few  exceptional  geniuses,  like  Stephenson,  become  thus  qualified  to  take  charge  of 
enterprises,  great  or  small,  without  special  school  instruction. 

(2)  The  workman  should  not  only  be  dexterous  in  manipulation,  he  should  cer- 
tainly know  so  much  of  the  theory  of  his  business  as  will  enable  him  readily  to  com- 
prehend all  instructions,  verbal  or  graphic,  given  for  his  guidance.     The  more  ex- 
tended and  thorough  his  knowledge  of  principles  the  better.     Such  a  workman 
requires  very  little  supervision  ;  he  executes  with  rapidity;  he  wastes  the  least  pos- 
sible ;  he  adapts  himself  readily  to  new  methods ;  he  devises  novel  and  better  ways 
for  doing  even  the  simplest  things;  he  is  the  first  to  be  promoted;  he  is  the  last  to 
be  discharged  ;  he  always  commands  the  best  wages,  and  yet  his  labor  is  the  cheapest 
in  the  market.     On  the  other  hand  the  workman  who  works  only  by  "  rule  of  thumb," 
though  he  may  be  dexterous,  lacks  logic,  lacks  invention,  lacks  adaptability ;  indeed, 
is  only  a  better  kind  of  machine. 

(3)  The  workman  should  bo  better  instructed  because  of  the  machinery  used,  since 
it  is  the  rude  or  dexterous  workman  rather  than  the  really  skilled  workman,  who  is 
supplanted  by  machinery.     Skilled  labor  requires  thinking,  but  a  machine  never 
thinks,  never  judges,  never  discriminates.     Objects  which  have  a  simple  and  regular 
form  and  require  high  finish  or  not,  may  be  made  with  advantage  by  machinery  if 
the  objects  are  produced  in  large  numbers.     Most  kinds  of  work  which  demand  little 
besides  strength  for  their  execution  can  usually  be  best  done  by  machinery  too. 
Though  the  employment  of  machinery  does,  indeed,  enable  rude  laborers  to  do  many 
things  now  which  formerly  could  be  done  only  by  dexterous  workmen,  yet,  after 
making  allowance  for  all  the  bearings  of  the  question,  it  is  clear  that  the  use  of  ma- 
chinery has  decidedly  increased  the  relative  demand  for  skilled  labor  as  compared 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  13 

with  unskilled  labor,  and  there  is  abundant  room  for  an  additional  increase,  if  it  is 
true,  as  declared  by  the  most  eminent  authority,  that  the  power  now  expended  can 
be  readily  made  to  yield  three  or  four  times  its  present  results,  and  ultimately  ten 
or  twenty  times,  when  masters  and  workmen  can  be  had  with  sufficient  intelligence 
and  skill  for  the  direction  and  manipulation  of  the  tools  and  machinery  that  would 
be  invented. 

(4)  All  those  persons  whose  business  it  is  to  produce  new  combinations  of  matter — 
such  as  the  farmer,  miner,  dyer,  bleacher,  founder,  maker  of  machinery,  and  numer- 
ous others— should  have  a  knowledge  of  chemistry.     Without  such  knowledge,  which 
is  an  essential  element  of  skilled  labor  in  these  departments  of  industry,  neither  rude 
nor  dexterous  labor  can  produce  satisfactory  results. 

(5)  The  utmost  effort    should  be  made  to  produce  articles  of  beautiful  design, 
whether  in  form  or  in  color,  or  both.     The  difference  between  good  design  and  poor 
design  is  the  difference  between  success   and  failure  in  the  market  of  the  world. 
When  the  beauty  of  the  object  depends,  as  it  usually  does,  upon  its  own  form,  or  upon 
the  form  of  the  applied  decoration,  the  workman  should  be  one  who  has  been  thor- 
oughly instructed  in  artistic  drawing  and  designing.     Not  only  should  the  originator 
of  the  design  have  been  thus  instructed,  but  also  the  reproducer  of  the  design  in  wood, 
metal,  earth,  or  other  substance. 

(6)  For  the  most  successful  prosecution  of  any  great  enterprise  in  land  or  naval 
architecture,  in  the  construction  of  railroads,  canals,  machinery,  there  should  not 
only  be  an  abundance  of  thorough  and  expert  draughtsmen,  but  each  workman  should 
be  draughtsman  enough  to  make  a  drawing  of  any  object  he  is  required  to  construct. 

Of  two  competing  establishments,  the  one  having  such  workmen,  the  other  not, 
the  former  would  not  only  win,  but  would  distance  the  latter  every  time. 

Says  President  E.  P.  Tenney,  of  Colorado  College : 

The  means  for  industrial  education  will  certainly  prove  a  part  of  the  endowment 
of  any  well-ordered  college  in  the  new  West.  It  is  essential  for  aiding  needy  students, 
for  promoting  a  manly  independence,  for  training  those  who  will  develop  the  mate- 
rial interests  of  the  country,  and  for  preparing  young  men  to  induct  semi-barbarous 
populations  into  the  mysteries  of  civilized  life. 

2.  It  was  not  an  easy  question  to  determine  the  best  mode  of  placing 
the  benefits  of  the  endowment  fund  provided  by  the  nation  within  reach 
of  the  people  for  whom  it  was  designed.  Should  the  money  be  granted 
to  existing  institutions  or  made  the  basis  of  establishing  new  ones? 
Should  the  courses  of  study  be  closely  confined  to  the  wants  of  the  arti- 
san or  enlarged  by  studies  more  purely  disciplinary  ?  Should  agricult- 
ure or  mechanics  predominate  ? 

The  industries  of  each  State,  the  wealth  of  its  inhabitants,  and  their 
sentiments  with  regard  to  education  determined  largely  the  solution  of 
these  problems.  In  California  and  Missouri,  States  abounding  in  min- 
eral resources,  there  are  courses  in  mining  and  metallurgy  provided  in 
the  institutions  receiving  national  aid.  In  manufacturing  States,  the 
colleges  have  generally  lent  their  aid  to  the  prevailing  interests.1 

In  the  manufacturing  State  of  Pennsylvania  the  institution  receiving 
the  national  endowment  is  chiefly  agricultural,  and  it  is  in  the  farming 
region  of  that  State.  In  the  great  grain-producing  sections  of  the  Mis- 
sissippi Valley,  the  colleges  are  rarely  devoted  principally  to  agriculture. 
It  does  not  require  skill  to  obtain  remunerative  crops  from  the  rich  prai- 
ries ;  and  it  is  in  the  States  where  the  soil  is  less  fertile  by  nature  and 
more  impoverished,  the  climate  less  favorable,  and  the  rural  population 
more  dense,  that  the  need  of  scientific  agriculture  is  felt.  In  accerd- 
ance  with  this  rule,  good  types  of  agricultural  schools  are  found  in  the 

1  A  college  which  leans  strongly  toward  some  form  of  industry  that  does  not  attract 
the  intelligence  and  wealth  of  the  section  of  country  from  which  it  would  naturally 
draw  its  students,  will  meet  with  opposition  or  negligence  that  will  impair  its  useful- 
ness and  possibly  end  its  existence.  Maryland  is  largely  a  commercial  State.  One- 
third  of  its  population  is  in  the  single  city  of  Baltimore.  The  drift  of  the  State  is 
toward  the  commerce  and  manufactures  of  that  city,  and  the  president  of  its  agri- 
cultural college,  an  institution  where  peculiarly  ample  facilities  for  the  study  of  ag- 
riculture have  been  offered,  has  been  compelled  to  confess  that  "few  fathers  desire 
their  sous  to  become  farmers." 


14  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

cold  and  forbidding  climate  of  Maine,  on  the  exhausted  soil  of  Vir- 
ginia, and  in  the  thickly-populated  State  of  Massachusetts.  This  same 
influence  is  readily  perceived  in  the  distribution  of  agricultural  schools 
in  European  nations.  Those  of  Russia  are  found  rather  in  its  cold 
northern  sections  than  its  southern  grain-producing  areas.  The  wealth 
of  the  English  land-owners  and  the  poverty  of  Irish  farmers  find  ex- 
pression in  the  schools  established  for  their  education,  those  of  Eng- 
land being  few,  expensive,  and  exclusive,  and  those  of  Ireland  numer- 
ous, public,  and  elementary. 

The  wealth  of  States  affects  the  character  of  all  their  institutions  of 
learning.  When  the  procuring  of  the  bare  necessities  of  life  engrosses 
the  attention  of  the  people,  only  the  most  elementary  forms  of  educa- 
tion are  possible  for  their  children.  The  Southern  States,  from  which  the 
tide  of  war  swept  not  only  wealth  but  the  producers  of  wealth,  cannot 
largely  use,  much  less  sustain,  such  expensive,  advanced,  and  specialized 
institutions  as  the  circumstances  of  the  North  permit  and  require.  The 
frontiersmen  must  have  schools  more  elementary  and  more  industrial  in 
their  nature  than  those  of  the  cities  and  villages  in  the  East.  In  ac- 
cordance with  this  principle  it  is  found  that  all  of  the  institutions  aided 
by  the  laud  grant  in  the  Southern  States,  with  two  exceptions,  have 
preparatory  departments,  or  else  require  for  admission  proficiency  in 
those  studies  only  which  are  pursued  in  the  public  schools.  Several  of 
them  also  have  normal  departments.  The  characteristic  feature  of  the 
schools  of  Kansas  and  Iowa  is  the  prominence  given  to  industries.  The 
wealth  of  the  patrons  of  agricultural  colleges  has  also  largely  deter- 
mined the  place  which  manual  labor  occupies  in  them. 

The  sentiments  prevalent  in  a  State  with  reference  to  education  have 
greatly  influenced  the  legislatures  in  determining  the  objects  for  which 
the  money  intrusted  to  them  for  disposition  by  Congress  should  be 
expended.  The  States  of  the  West  had  cherished  the  idea  of  building- 
up  within  their  borders  universities  which  should  be  centers  of  learn- 
ing. By  their  creation  was  realized  what  Mr.  Gushing  once  called  "a 
noble  and  beautiful  idea  of  providing  wise  institutions  for  the  unborn 
millions  of  the  West,  of  anticipating  their  good  by  a  sort  of  parental 
providence,  and  of  associating  together  the  social  and  territorial  devel- 
opment of  the  people."  Upon  the  title  page  of  the  register  of  an  insti- 
tution of  this  class  is  the  following  quotation : 

One  university,  at  least,  should  stand  like  a  pillar  of  light  in  every  State,  the 
glory  of  the  community  and  the  constant  object  of  its  care,  on  which  the  watchful 
eyes  of  the  State  should  be  ever  set,  and  to  which  its  hand  of  bounty  should  always 
be  extended.  Bounty  we  have  said,  with  all  carefulness,  instead  of  patronage ;  for 
such  an  institution  patronizes  the  State  far  more  than  the  State  can  patronize  it. 

For  the  establishment  of  these  universities  lands  were  set  apart  while 
the  States  were  as  yet  only  prospective  Territories,  arid  donations  of 
money  were  made  as  needed.  After  the  first  establishment  of  the  uni- 
versity almost  yearly  appropriations  were  made  to  it  from  the  State 
treasury.  The  action  of  the  legislature  expressed  the  prevalent  belief 
that  the  State  university  was  the  educational  institution  most  needed, 
most  beneficial,  and  therefore  most  worthy  of  public  benefactions.  It 
was  in  keeping  with  this  idea  that  the  fund  placed  at  the  disposal  of 
the  legislature  should  be  turned  in  many  cases  toward  the  State  uni- 
versity. Other  arguments  were  not  wanting.  The  general  intelligence 
and  elevation  of  the  people  is  the  most  practical  end  of  education.  He 
who  has  learned  to  think  has  the  key  to  success  even  in  the  industries; 
for  thought  can  fertilize  farms,  produce  beautiful  fabrics,  and  give  per- 
fectness  to  every  species  of  handiwork.  To  increase  intelligence  and 
nourish  the  power  of  thought  is  a  burden  which  the  university  under- 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  15 

takes  to  bear  in  the  education  of  the  masses;  therefore  it  should  receive 
the  funds  donated  for  that  purpose.  Again,  the  university  is  an  exist- 
ing institution.  It  has  buildings  and  apparatus  especially  designed  for 
educational  purposes.  It  has  a  corp  of  trained  teachers.  Consequently 
it  can  best  promote  the  objects  contemplated  by  Congress  when  it  gave 
of  the  public  domain  for  educational  purposes.  The  real  reason  why 
the  fund  arising  from  the  national  land  grant  was  in  so  many  cases 
given  to  existing  institutions  was  the  belief  that  they  were  doing  the 
work  most  valuable  to  the  people,  and  that  the  attainment  of  the  results 
they  were  accomplishing  was  the  virtual  object  for  which  the  aid  was 
given  rather  than  the  compulsory  establishment  of  schools  for  which 
the  people  were  not  prepared  and  of  which  the  people  might  be  suspi- 
cious. Whether  this  belief  was  sound  or  not  is  for  individual  judg- 
ment. It  was  not  universal.  Those  believing  in  special  training  for  a, 
particular  occupation  were  not  lacking  in  strong  arguments,  and  these 
had  the  letter  of  the  Congressional  act  on  their  side.  For  such  training 
separate  institutions  were  required.  The  atmosphere  of  classical  educa- 
tion was  not  congenial  to  this  practical  work.  Mental  discipline  would 
be  pitted  against  manual  skill,  theory  against  practice,  culture  against 
knowledge.  In  short,  those  who  believed  in  the  possibility  of  a  special 
training  for  the  common  industries  saw  the  necessity  of  providing  in- 
stitutions which  could  carry  out  the  new  and  growing  idea  untrammelled 
by  the  antagonistic  tendencies  of  classical  education.  A  compromise 
between  the  two  parties  was  in  some  cases  effected.  But  where  the 
champions  of  industrial  training,  pure  and  simple,  prevailed,  the  insti- 
tutions receiving  the  national  aid  had  one  dominating  object,  namely, 
the  education  of  those  engaged  in  agriculture  or  manufactures.  In  the 
education  of  the  former  class  have  been  attempted  (l)fthe  education  of 
young  men  who  were  inclined  to  agricultural  pursuits;  *(2)  the  enlighten- 
ment of  the  community  on  agricultural  subjects  by  means  of  lectures, 
written  articles,  and  experiments;  and  (3)  the  establishment  of  a  clear- 
ing house  for  agricultural  information.  The  aid  rendered  to  those  pur- 
suing the  mechanic  arts  has  been  practically  confined  to  the  training  of 
young  persons  in  the  leading  branches  of  industry  and  in  the  principles 
underlying  all  of  them.  And  the  arts  of  the  household,  not  being  wholly 
unlike  or  less  important  than  these,  obtained  in  many  schools  a  just 
recognition. 

The  Kansas  State  Agricultural  College  proposes  to  carry  out  the  ob- 
jects of  its  endowment  in  the  following  ways : 

First.  It  teaches  the  sciences  applied  to  the  various  industries  of  farm,  shops,  and 
home.  Chemistry,  botany,  entomology,  zoology,  and  mechanics  are  made  prominent 
innans  of  education  to  quick  observation  and  accurate  judgment.  Careful  study  of  the 
minerals,  plants,  and  animals  themselves  illustrates  and  tixes  the  daily  lesson.  At 
the  same  time,  lessons  in  agriculture  and  horticulture  show  the  true  applications  of 
science. 

Second.  It  gives  a  substantial  education  to  men  and  women,  among  farmers  and 
artisans,  and  in  business  life.  Such  general  information  and  discipline  of  mind  and 
character  as  help  to  make  intelligent  and  useful  citizens  are  offered  in  all  its  depart- 
ments. 

Third.  It  trains  in  the  elements  of  the  arts  themselves,  and  imparts  such  skill  as 
makes  the  hands  ready  instruments  of  thoughtful  brains.  The  drill  of  the  shop, 
garden,  and  farm  is  made  a  part  of  the  general  education  to  usefulness,  and  insures  a 
means  of  living  to  all  who  make  good  use  of  it.  At  the  same  time,  it  preserves  habits 
of  industry  and  manual  exertion  and  cultivates  a  taste  for  rural  and  domestic  pur- 
suits. 

Fourth.  It  strives  to  increase  our  experimental  knowledge  of  agriculture  and  horti- 
culture. So  far  as  means  and  circumstances  permit,  experiments  are  undertaken 
with  a  view  to  more  definite  results  than  ordinary  experiments  can  give.  At  the 
same  time,  th,e  students  themselves  are  trained  to  a  more  accurate  observation  and 
judgment  in  such  practical  tests  of  principles  in  farming. 

Fifth.  It  seeks  to  disseminate  such  practical  truths  as  have  stood  the  test  of  scien- 


16 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 


tific  inquiry.  For  this  purpose  it  publishes  the  weekly  Industrialist;  and  its  officers 
share  in  the  debates  and  consultations  of  farmers  and  horticulturists  throughout  the 
State. 

Funds. — The  principal  source  from  which  our  colleges  of  agriculture 
and  the  mechanic  arts  derive  an  income  is  the  endowment  resulting 
from  the  land  grant  of  1862.  Some  colleges  have  received  large  appro- 
priations from  their  States  and  munificent  gifts  from  individuals.  The 
amount  of  land  given  and  the  sum  of  money  realized  from  it  appears  as 
follows  in  The  Public  Domain,  by  Thomas  Donaldson : 


Name  and  location  of  institution. 

ii 

02 

^ 

£.-£  ft 

Number  of  acres  received 
from  the  United  States 
in  land  in  place,  or  scrip 
in  lieu,  by  the  several 
States. 

Agricultural  and  Mechanical  College  of  Alabama,  Auburn,  Ala  
Arkansas  Industrial  University  Favetteville  Ark  

$216,  000 
135,  000 

750,  000 

240,  000,  scrip. 
150,  000,  scrip. 
150,  000,  place. 
90,  000,  place. 
180,  000,  scrip. 
90,  000,  scrip. 

90,  000,  scrip. 

Agricultural  College  of  Colorado  Fort  Collins  Colo  a  

Sheffield  Soientiiic'Scbool  of  Yale  College  New  Haven  Conn 

135,  000 
83,  000 

110,  806 
243,  000 

State  Agricultural  College,  Eau  Gallic,  Fla.  (location  questionable  ; 

Georgia  State  College  of  Agriculture  and  the  Mechanic  Arts,  Ath- 
ens Ga  (department  of  University  of  Georgia)  .        

270,  000,  scrip. 
480,  000,  scrip. 
390,  000,  scrip. 
240,  000,  place. 
90,  000,  place. 
330,  000,  scrip. 

210,  000,  scrip. 
21d,  000,  scrip. 
210,  000,  scrip. 

1  360,  000,  scrip. 

240,  000,  place. 
120,  000,  place. 

V  210,  000,  scrip. 

J  330,  000,  place. 

90,  000,  place. 
90,  000,  place. 

150,  000,  scrip. 
210,  000,  scrip. 
990,  000,  scrip. 
270,  000,  scrip. 
630,  000,  scrip. 
90,  000,  place. 
780.  000,  scrip. 
120,  000,  scrip. 

180,000,  sci  ip. 
300,  000,  scrip. 
180,  000,  scrip. 
150,  000,  scrip. 

1  300,  000,  scrip. 

150,  000,  scrip. 
240,  000,  place. 

Illinois  Industrial  University  Urbana  111               .    ...  

319,494 
212,  238 
500,  000 
290,  000 
165,  000 

(c) 
116,  359 
112,500 
157,  538 
78,  769 
275,  104 
d!78,  000 

113,  400 
115,  000 
5,000 

Iowa  State  Agricultural  College  Ames  Iowa     .                   .... 

Kansas  State  Agt  icul  ural  College,  Manhattan,  Kans  

Agricultural  and  Mechanical  College  of  Kentucky,  Lexington,  Ky.. 
Louisiana  State  Agricultural  and  Mechanical  College,  Baton  Rouge, 
La 

Maine  State  College  of  Agriculture  and  the  Mechanic  Arts,  t)rono,  Me. 
Maryland  Agricultural  College  College  Station  Md 

Massachusetts  Agricultural  College,  Amherst,  Mass  

Massachusetts  Institute  of  Technology  Boston  Mass 

Michigan  State  Agricultural  College,  Lansing,  Mich  

University  of  Minnesota  Minneapolis,  Minn°' 

Agricultural  and  mechanical  department   of  Alcorn  University, 
Rodne,y  Miss  

Agricultural  and  Mechanical  College  of  the  State  of  Mississippi, 
Starkville,  Miss  

University  of  the  State  of  Missouri  : 
Agricultural  and  Mechanical  College  Columbia  Mo 

School  of  Mines  and  Metallurgy,  Rolla,  Mo  

University  of  Nebraska,  Lincoln   Nebr 

University  of  Nevada,  Elko,  Nev  

90,  000 

80,  000 
116,  000 
602,  792 
12.">,  000 
507,  913 

New  Hampshire  College  of  Agriculture  and  the  Mechanic  Arts, 
Hanover  N  H 

Rutgers  Scientific  School  of  Rutgers  College,  New  Brunswick,  N.  J.  .  . 
Cornell  University,  Ithaca,  N.  T  

University  of  North  Carolina  Chapel  Hill  N.  C 

Ohio  State  University,  Columbus,  Ohio  

State  Agricultural  College,  Corvallis  Oreg 

Pennsylvania  State  College,  State  College,  Pa  

439,  186 
50,  000 

Brown  University,  Providence,  R.  I 

South   Carolina   Agricultural   College   and  Mechanics'  Institute, 
Orangeburg,  S.  (5  

Tennessee  Agricultural  College,  Knoxville,  Tenn    .... 

271,  875 
209,  000 
122,626 
190,  000 
95,  000 
90,  000 
244,  805 

Agricultural  and  Mechanical  College  of  Texas,  College  Station,  Tex. 
University  of  Vermont  and  State  Agricultural  College,  Burlington,  Vt. 
Virginia  Agricultural  and  Mechanical  College,  Blacksburg,  Va  
Hampton  Normal  and  AgriculturaF  Institute,  Hampton,  Va  
West  Virginia  University,  Morgantown,  W.  Va  

University  of  Wisconsin,  Madison,  Wis 

Total  of  9,600,000  acres.    In  place,  1,770,000  acres ;  scrip,  7,830,000  acres. 

a  Prospective  endowment  is  the  Congressional  grant  to  agricultural  colleges,  amounting  in  Colorado 
to  90,000  acres ;  not  yet  in  the  market. 

1)  Receives  annually  from  the  University  of  Georgia  $3,500,  part  interest  of  the  land  scrip  fund. 
c  $327,000  of  State  bonds,  scaled  to  $196,200  of  new  State  bonds. 
d  Estimated. 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  17 

There  appears  to  be  no  ground  for  criticism  of  the  financial  manage- 
ment of  the  colleges  of  agriculture  and  the  mechanic  arts  or  of  the 
other  institutions  receiving  the  benefits  of  the  national  land  grant, 
since  their  organization,  the  selection  of  trustees  and  faculties,  and  the 
commencement  of  instruction.  The  sums  originally  obtained  by  the 
several  States  from  the  sale  of  their  land  scrip  have  remained  unim- 
paired, with  a  few  exceptions.  In  no  State  are  the  productive  funds  of 
the  institution  to  which  the  national  aid  was  allotted  more  than  $5,000 
less  than  the  total  proceeds  of  the  laud  sales  as  given  in  a  report  made 
to  Congress  in  1875.  In  Kentucky  and  Maryland  the  exact  sum  realized 
and  the  amount  of  productive  funds  reported  are  the  same.  In  Ehode 
Island  the  sum  received  is  kept  intact  and  separate,  and  its  income  used 
for  scholarships. 

The  universities  and  colleges  which  have  received  the  benefit  of  the 
grant  have  a  total  amount  of  funds  largely  in  excess  of  the  amount  ob- 
tained from  this  source.  How  far  they  have  kept  this  fund  distinct  from 
others  cannot  be  answered  by  the  data  at  hand.  The  amounts  received 
by  the  institutions  established  or  reorganized  solely  or  primarily  in  fur- 
therance of  the  purposes  of  the  Congressional  land  grant  have  been 
largely  augmented  by  individual  donations  and  State  appropriations. 
The  original  grant  formed  but  a  nucleus,  around  which  funds  for  build- 
ing purposes,  for  the  purchase  of  libraries  and  educational  appliances, 
for  buying  and  stocking  farms,  have  gathered.  Sometimes  the  gifts 
have  been  princely ;  oftener  they  have  been,  in  accordance  writh  the 
moderate  fortunes  of  those  for  whose  benefit  the  institutions  were  cre- 
ated. That  such  men  have  given  is  gratifying  evidence  of  their  favor- 
able opinion  of  these  institutions.  But  their  gifts,  though  so  acceptable, 
have  not  been  sufficient  to  provide  the  expensive  outfit  which  any  school 
of  applied  sciences  must  have.  As  the  president  of  the  trustees  of  the 
Maine  State  College  of  Agriculture  and  the  Mechanic  Arts  recently  said: 

How  to  establish  and  maintain  colleges  to  promote  the  liberal  and  practical  edu- 
cation of  the  industrial  classes  in  the  several  pursuits  and  professions  of  life,  and  ac- 
complish this  in  a  manner  to  meet  the  exacting  requirements  of  the  times  without  the 
expenditure  of  a  considerable  amount  of  money,  is  a  problem  no  board  of  trustees 
has  ever  been  able  to  solve. 

The  expense  of  teaching  theoretically  the  industries  and  the  related 
sciences  is  no  greater  than  that  of  teaching  mathematics  or  lan- 
guages. The  average  ratio  between  the  expense  of  instruction  in  ten 
colleges  and  universities  and  their  entire  expenses  in  1877-'78  was 
67.2.  It  is  the  greater  capital  which  must  be  unproductively  invested 
that  makes  technical  schools  expensive.  Shops,  farms,  laboratories, 
and  museums  are  not  furnished  without  large  outlay.  The  shop  of  the 
Worcester  Free  Institute,  three  stories  in  height  and  covering  an  area 
of  6,600  square  feet,  is  equipped  with  machinery  and  tools  from  cellar 
to  roof.  The  basement  of  the  building  occupied  by  the  Stevens  In- 
stitute of  Technology,  having  an  area  of  nearly  one-fourth  of  an  acre, 
is  well  filled  by  machinery;  the  first  story  is  largely  occupied  by  labo- 
ratories and  museums.  Such  extensive  provisions  do  private  technical 
schools  deem  necessary  to  the  proper  fulfillment  of  their  work  as  teach- 
ers of  the  mechanic  arts. 

Public  institutions  cannot  do  similar  work  without  similar  opportu- 
nities and  appliances.  These  have  not  been  given  the  colleges  of  agri- 
culture and  the  mechanic  arts.  No  part  of  the  national  aid  can  be  used 
for  obtaining  them.  Complaints  because  the  institutions  receiving  an 
annual  stipend  of  a  few  thousand  dollars  do  not  occupy  the  same  ground 
S.  Ex.  25 2 


18 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 


and  afford  the  same  facilities  for  mechanical  instruction  as  munifi- 
cently endowed  polytechnic  institutes,  whose  appliances  have  cost  hun- 
dreds of  thousands  of  dollars,  and  whose  instruction  is  sometimes  em- 
braced in  a  single  course,  are  unreasonable  and  unjust.  Those  institu- 
tions which  have  attempted  instruction  in  the  mechanic  arts  are  doing 
good  work  considering  their  means  and  the  numerous  other  branches 
of  instruction  to  which  they  are  required  to  give  attention.  Only  one 
agricultural  college  lias  as  great  an  amount  of  productive  funds  as  the 
former  of  the  institutions  mentioned,  and  but  four  have  as  large  an  en- 
dowment as  the  latter. 

The  expeusiveues*  of  technical  institutions  is  also  shown  by  the 
amounts  expended  by  foreign  schools.  For  example,  the  annual  ex- 
penditure of  the  Imperial  Technical  School  of  Moscow  in  1878  was 
about  $140,000 ;  its  receipts,  $160,000  5  its  capital,  $2,030,000. 

Eeference  has  already  been  made  to  the  ratio  between  the  expense  of 
instruction  and  the  total  expense  of  educational  institutions.  It  is  im- 
possible to  give  this  ratio,  as  it  exists  in  agricultural  colleges,  with  the 
accuracy  which  is  necessary  to  give  exactness  and  authority  to  the 
figures.  The  reported  sums  expended  for  all  purposes  and  for  the  single 
purpose  of  paying  salaries,  and  the  per  cent,  which  the  latter  is  of  the 
former  are  given  by  States  in  the  following  table : 


States  in  -which  tho  several  colleges  are  located. 


Alabama            

$22,  500 

$17  GOO 

78 

17  500 

15  500 

89 

Connecticut          

45  118 

40  816 

90 

61  876 

28  184 

46 

Indiana...  .                     

33  213 

15  957 

48 

41  000 

20  000 

63 

Kansas.                                    .   .                 

18  000 

8  000 

44 

27  000 

16  000 

59 

Maine                                                               

16  8v5 

10  068 

60 

12  000 

8  500 

71 

Massachusetts  : 

2?  581 

11  137 

49 

Institute  of  Technology  

60  758 

41  655 

68 

Michigan 

29'  ooo 

18  000 

fi-7 

Minnesota  

49  000 

30  000 

61 

Missouri  : 
University            

23  895 

18  000 

75 

Agricultural  College 

8  600 

6  000 

70 

NewYork                   

105*  802 

74  886 

71 

^North  Carolina 

17  000 

10  000 

94 

Ohio  .                

48*  5"G 

26  461 

£ 

Peunsylvania 

30  000 

12  457 

49 

Tennessee. 

3o'  884 

19  800 

61 

Texas 

19  980 

I9  000 

62 

Virginia: 
Agricultural  College   

21,  000 

14,  000 

67 

Hampton  Institute  

32,  500 

20,  000 

61 

Wisconsin 

80  000 

40  900 

50 

' 

The  lower  percentages  are  due  to  expenditures  during  the  year  for 
which  the  report  was  made  which  were  outside  of  the  usual  current 
expenses.  For  example,  the  Pennsylvania  State  College,  during  or 
near  the  time  for  which  the  above-mentioned  outlay  was  made,  devoted 
$10,000  to  the  heating  of  its  building,  $2,000  to  the  improvement  and 
extension  of  its  laboratories,  and  85,000  to  building  a  professor's  house. 
A  considerable  share  of  the  $22,581  expended  by  the  Massachusetts 
Agricultural  College  was  in  ways  not  common  to  educational  institu- 
tions, and  which  produced  an  income  that  contributed  largely  to  the 
reduction  of  the  net  expenditure.  Its  farm  account  in  1881  exceeded 
$3,000,  and  the  receipts  from  farm  produce  were  $1.614 ;  the  botanical 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  19 

account  was  $2,326,  while  the  income  from  plant-house  and  nursery  was 
$2,481.  Probably  815,000  of  the  $80,000  expended  by  the  University 
of  Wisconsin  were  expended  for  repairs  and  permanent  improvements 
to  buildings.  The  expenses  of  its  experimental  farm  are  also  large. 
The  Ohio  State  University  paid  into  the  State  treasury  nearly  one-fourth 
of  the  money  disbursed  by  it,  which  sum.  went  to  swell  the  permanent 
fund  held  by  the  State  for  the  university.  The  Illinois  Industrial  Uni- 
versity, Purdue  University  in  Indiana,  and  the  Kansas  State  Agricult- 
ural College  are  still  growing  institutions.  They  expend  for  growth  as 
well  as  for  continued  existence.  This  and  the  industrial  departments  which 
they  maintain  account  for  the  relatively  small  sums  expended  by  them  di- 
rectly for  instruction.  Their  wide  variance  from  the  average  of  $2  for 
instruction  and  $1  tor  contingent  and  current  expenses  is  not  indefen- 
sible; neither  is  the  tendency  of  some  institutions  to  the  other  extreme 
censurable.  These  are  mostly  southern  colleges,  where  the  present  de- 
sideratum is  the  spread  of  elementary  education  among  the  masses 
rather  than  the  higher  and  more  technical  education  of  professional 
men. 

Faculties. — The  faculties  of  the  institutions  under  consideration  are 
able,  and  when  the  income  warrants  they  have  a  sufficient  number  of 
members  to  give  instruction  in  all  the  branches  which  go  to  make  up  a 
practical  education.  Nothing  need  be  said  of  those  instructors  whose 
work  it  is  to  teach  languages,  mathematics,  philosophical  sciences,  and 
other  branches  not  directly  pertaining  to  industrial  pursuits.  Though 
more  numerous,  they  occupy  a  field  of  labor  not  distinguished  Irom  that  of 
ordinary  college  professors.  The  peculiar  work  of  the  colleges  of  agri- 
culture and  the  mechanic  arts  is  done  by  a  comparatively  small  body  of 
men,  and  is,  in  some  particulars,  unlike  anything  heretofore  undertaken. 
Forty-three  professors  are  known  to  this  office  to  be  giving  instruction 
in  agricultural  science.  Twelve  of  them  are  strictly  professors  of  agri: 
culture,  and  that  alone.  The  remainder  unite  some  other  branch  with 
agriculture  or  occupy  chairs  named  after  some  allied  science.  Eight 
professors  give  instruction  in  chemistry  and  agriculture ;  four  in  horti- 
culture and  agriculture ;  six  in  botany  and  horticulture ;  three  in  bot- 
any, with  special  reference  to  agriculture;  four  in  agriculture  and  nat- 
ural history  j  four  in  entomology ;  and  others  occupy  nominally  chairs 
of  horticulture,  geology,  and  zoology,  but  do  the  work  usually  assigned 
to  professors  of  agriculture.  The  practice  of  employing  lecturers  on 
topics  of  interest  to  farmers  has  not  been  generally  pursued,  though 
several  institutions  have  done  this.  The  New  Hampshire  College  of 
Agriculture  and  the  Mechanic  Arts  employs  as  lecturers  men  promi- 
nent in  that  State  or  in  Vermont  as  successful  farmers  or  as  students  of 
agriculture  in  some  of  its  special  departments.  Each  winter  they  de- 
liver lectures  in  a  continuous  course,  open  to  farmers  as  well  as  students. 
Much  practical  instruction  is  given  by  the  several  farm  superintendents. 
Ability  to  impart  information  ought  to  be,  and  usually  is,  one  of  the 
qualifications  sought  in  those  who  have  charge  of  the  work  in  the  gar- 
dens and  nurseries  and  on  the  farms.  In  some  institutions  the  persons 
occupying  these  places  are  ranked  as  members  of  the  faculty.  In  the 
State  Agricultural  College  of  Michigan  six  members  of  the  faculty  are 
in  charge  of  departments  of  labor.  They  are  the  foreman  and  as- 
sistant foreman  of  the  farm,  the  superintendent  of  the  horticultural  de- 
partment, the  foreman  of  the  gardens,  the  vegetable  gardener,  and  the 
ilorist. 

Six  colleges  of  agriculture  have  professors  of  veterinary  science  or 
special  lecturers  upon  the  subject. 


20  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

The  mechanic  arts  are  Dot  being  taught  in  the  majority  of  the  insti- 
tutions endowed  with  the  national  land  grant.  Fourteen  professors  give 
instruction  in  mechanical  engineering,  applied  mechanics,  industrial 
art,  or  industrial  mechanics.  Several  of  these  are  in  charge  of  shops. 
In  other  schools  the  shops  are  in  charge  of  separate  individuals,  so  that 
the  number  of  persons  giving  instruction  in  shop  work  is  nearly  or 
quite  twice  the  number  of  professors  in  the  departments  of  mechanics. 
In  a  single  institution,  the  State  Agricultural  College  of  Kansas,  there 
are  four  superintendents  of  industrial  departments  ranking  as  members 
of  the  faculty,  which  leads  to  the  inference  that  they  give  instruction  as 
well  as  oversee  labor.  Six  professors  of  metallurgy  and  mining  or  chem- 
istry, and  about  the  same  number  in  architecture,  are  to  be  counted  as 
doing  work  as  valuable  arid  as  industrial  in  character  as  that  of  the  in- 
structors in  shop  work  or  mechanical  engineering. 

It  was  not  an  easy  task  for  the  colleges  of  agriculture  and  mechanic 
arts  to  obtain  instructors  in  the  particular  subjects  engaging  their  atten- 
tion. Especially  was  this  the  case  when  an  efficient  professor  of  agri- 
culture was  demanded.  A  theorist  would  not  meet  the  expectations  of 
those  who  sought  practical  results  from  professional  training.  An  in- 
telligent and  successful  farmer  could  not  always  adapt  himself  to  the 
changed  position  which  he  would  occupy  as  a  professor  of  his  favorite 
occupation.  Foreigners  might  have  had  the  kind  of  education  which 
would  tit  a  person  for  the  position  ;  but  they  labored  under  the  disad- 
vantage of  having  to  deal  with  soils,  climates,  and  systems  of  labor 
different  from  those  of  their  own  countries.  Notwithstanding  these 
difficulties,  there  are  instances  of  persons  of  foreign  birth  and  educa- 
tion filling  chairs  of  agriculture  and  kindred  sciences  with  great  ability 
and  doing  work  acceptable  to  all  interested  parties.  Yet  the  general 
rule  was  well  stated  by  President  Abbott,  of  the  Michigan  Agricultural 
College,  in  his  remark  that — 

Professors  of  agriculture,  agricultural  chemistry,  and  horticulture  had  to  be  made, 
or,  rather,  in  the  face  of  adverse  criticism,  with  every  failure  through  inexperience 
open  to  the  world,  to  make  themselves. 

The  hindrances  to  obtaining  suitable  professors  of  agriculture  are  now 
removed.  The  disciples  of  the  pioneers  in  agricultural  instruction  long 
since  began  to  take  up  the  work  of  their  predecessors,  and  the  graduates 
of  the  leading  schools  of  agriculture  have  received  a  training  which  is 
sufficient  to  make  them  capable  of  giving  instruction  in  all  the  wTork  of 
the  farm  and  conducting  its  practical  operations.  Many  have  gone  out 
to  fill  these  places  in  the  agricultural  schools  of  our  own  country,  and 
some  have  carried  the  benefit  of  their  training  to  other  nations.  Two 
of  the  professors  in  the  Japanese  Agricultural  College  are  graduates  of 
the  Massachusetts  Agricultural  College. 

Students. — Many  remarks  are  made  about  the  number  of  students 
pursuing  the  technical  studies  pertaining  to  agriculture  and  the  me- 
chanic arts  that  are  based  upon  partial  and  sometimes  untrustworthy 
information.  It  is  impossible  for  the  best  informed  to  make  complete 
and  satisfactory  statements  on  this  delicate  yet  important  matter.  The 
returns  to  this  office,  though  made  out  as  fully  and  correctly  as  statis- 
tical returns  can  be,  do  not  point  out  all  the  particulars  as  to  the  class- 
ification of  students  in  agricultural  colleges,  nor  do  their  reports  and 
catalogues  show  how  many  are  pursuing  studies  directly  preparatory 
to  industrial  pursuits.  Some  facts  are  shown.  Nine  institutions,  hav- 
ing each  a  single  course  of  study,  were  attended  in  1880  by  nearly 
1,500  students.  As  there  is  more  or  less  of  agricultural  instruction 
incorporated  in  their  several  courses,  those  in  attendance  upon  these 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  21 

nine  schools  are  in  some  measure  students  of  agriculture,  and  in  every 
sense  Jhey  are  preparing  for  industrial  work.  Twelve  colleges  give  the 
number  of  students  pursuing  the  special  agricultural  courses  which  they 
offer  as  145.  Eight  institutions,  having  distinct  courses  in  mechan- 
ical engineering  or  some  other  department  of  applied  mechanics,  are 
known  to  have  146  students  pursuing  these  courses.  Seven  institu- 
tions report  92  students  in  chemistry;  two  have  91  students  iu  mining 
and  metallurgy;  three  have  27  students  of  architecture;  one  has  a 
course  in  industrial  art  attended  by  25  students ;  two  report  9  students 
of  mining  engineering;  and  one  has  G  taking  a  specific  metallurgical 
course.  The  total  number  of  students  reported  as  in  attendance  in 
1880,  upon  schools  endowed  by  the  national  land  grant  was  6,039. 

Tuition  and  scholarships. — The  tuition  fees  of  the  agricultural  colleges 
are  in  most  cases  nominal.  They  are  given  in  the  statistics  found  in 
Appendix  B,  and  lew  comments  are  necessary.  There  are  a  few  col- 
leges only  in  which  there  are  fees,  other  than  those  for  incidentals, 
which  are  not  covered  by  scholarships.  Exceptions  are  found  in  the  in- 
stitutions located  iu  Connecticut,  Massachusetts,  and  Vermont.  All  the 
students  in  Cornell  University  pursuing  prescribed  courses  in  agricult- 
ure and  intending  to  complete  the  same  are  granted  free  tuition;  and 
provision  is  made  for  the  admission  of  one  student  from  each  of  the  as- 
sembly districts  of  the  State.  The  appointee  is  selected  by  means  of  a 
competitive  examination.  Thus  128  of  the  most  scholarly  youth  of  the 
State  may  enjoy  the  privileges  of  the  university  free  of  charge. 

The  mode  of  assigning  scholarships  and  the  help  they  furnish  are 
worthy  of  further  illustration,  although  the  usual  practice  is  simply  to 
remit  tuition  to  those  desiring  to  be  relieved  of  that  expense.  In  North 
Carolina  the  commissioners  of  each  county  may  select  annually  a  native 
of  the  State,  resident  in  tho  county,  possessing  ability  and  good  char- 
acter, and  being  in  indigent  circumstances  ;  and  he  "  shall  be  admitted 
to  any  classes  in  the  university  for  which  he  may  be  prepared,  free  of 
all  charges  for  tuition  and  room  rent."  The  first  section  of  the  act 
authorizing  the  appointment  of  students  to  Purdue  University,  Indiana, 
and  defining  their  privileges  therein,  is  as  follows  : 

The  board  of  commissioners  of  each  county  in  this  State  may  appoint,  in  such  man- 
ner as  they  choose,  two  students  or  scholars  to  Purdue  University,  who  shall  he  entitled 
to  enter,  remain,  and  receive  instruction  in  the  same,  upon  the*  same  conditions,  qual- 
ifications, and  regulations  prescribed  for  other  applicants  for  admission  to  or  scholars 
in  said  university  :  Provided,  however,  Tha't  every  student  admitted  to  said  university 
by  appointment  by  virtue  of  this  act  shall  in  nowise  be  chargeable  for  room,  light, 
heat,  water,  janitor,  or  matriculation  lees,  and  said  student  shall  be  entitled  in  the 
order  of  admittance  to  any  room  in  the  university  then  vacant  and  designed  for  the 
habitation  or  occupancy  of  a  student ;  and  such  student  so  admitted  shall  have  prior 
right  to  any  such  room,  subject  to  the  rules  of  the  university,  over  any  student  not 
appointed  and  admitted  as  aforesaid. 

In  Kentucky  each  legislative  representative  district  is  allowed  to  send, 
on  competitive  examination,  one  properly  prepared  student  each  year, 
between  the  ages  of  twelve  and  twenty-five,  to  the  State  Agricultural 
and  Mechanical  College,  free  of  tuition  charge.  The  examination  is 
held  by  a  board  appointed  by  the  court  of  claims.  Applicants  are  either 
those  who  come  of  their  own  choice  or  those  selected  by  the  trustees  and 
teachers  of  the  several  common  school  districts,  each  district  being  en- 
titled to  send  one.  Preference  is  given  in  examination  to  energetic, 
moral,  indigent  young  men.  The  words  u  properly  prepared  student" 
mean  one  who  can  pass  a  satisfactory  examination  in  reading,  writing, 
spelling,  arithmetic  As  far  as  decimal  fractions,  geography,  and  English 
grammar. 


22  INDUSTRIAL   EDUCATION   IN   THE   UNITED   STATES. 

A  recent  enactment  of  the  legislature  of  Texas  provided  for  the  main- 
tenance and  instruction  at  the  Agricultural  and  Mechanical  College  of 
three  students  from  each  senatorial  district.  The  districts  are  thirty- 
one  in  number.  One  of  the  students  was  to  be  appointed  by  the  senator 
and  the  other  two  by  the  representatives  holding  office  within  the  dis- 
trict. One-half  of  the  beneficiaries  are  to  be  compelled  to  take  an  agri- 
cultural course,  and  the  other  half  a  mechanical  course  of  study.  They 
are  entitled  to  board,  fuel,  lights,  washing,  and  tuition  free  of  charge. 
The  directors  of  the  college,  for  the  purpose  of  carrying  the  statute  into 
effect,  resolved  to  request  the  members  of  the  legislature  to  determine 
their  appointments  by  the  results  of  a  competitive  examination,  to  re- 
quire the  applicants  to  be  over  sixteen  years  of  age,  and  to  assign  the 
appointment  of  two  students  in  agriculture  and  one  in  mechanics  to  the 
districts  bearing  odd  numbers,  and  the  appointment  of  two  students  in 
mechanics  and  one  in  agriculture  to  the  districts  bearing  even  numbers. 
In  this  institution  the  students  reside  in  the  college  building  and  are 
charged  for  all  their  necessary  living  expenses  and  tuition  at  the  rate 
of  $130  a  year.  A  similar  arrangement  is  in  force  in  the  Maryland 
Agricultural  College,  the  charges  being$14L>.5()  a  year  ;  and  in  the  Hamp- 
ton (Va.)  Institute,  the  charges  there  (870  for  board  and  tuition)  being 
met  by  scholarships.  The  prevalent  custom  among  agricultural  colleges 
is  to  furnish  rooms  at  nominal  cost,  and  in  one  of  their  buildings  to 
furnish  board  at  actual  or  estimated  cost.  Other  ways  of  helping  stu- 
dents to  make  satisfactory  arrangements  for  board  are  practiced  by 
various  colleges.  A  dormitory  accommodating  seventy  students  is 
turned  over  rent  free  by  the  Oiiio  State  University  for  the  use  of  a  uni- 
versity club.  Board,  furnished  room,  fuel,  lights,  and  washing  are  sup- 
plied for  less  than  &o  a  week.  A  system  of  licensing  boarding-houses 
has  been  adopted  by  the  South  Carolina  College.  Each  house  desiring 
a  license  must  engage  through  a  responsible  proprietor,  first,  that  a  lady 
•shall  always  preside  at  the  table;  second,  that  the  meals  shall  be  punc- 
tually furnished  at  prescribed  hours;  third,  that  intoxicating  liquors 
shall  not  be  furnished  or  permitted  to  be  used  in  the  house;  and  fourth, 
that  misconduct  will  be  reported  and  the  house  be  kept  subject  to  vis- 
itation by  the  faculty.  In  the  Virginia  Agricultural  and  Mechanical  Col- 
lege there  are  two  clubs  occupying  quarters  in  college  buildings,  called 
the  farmers'  mess  and  the  mechanics'  mess.  The  cost  of  board  is  in  each 
reduced  to  a  minimum  of  five  or  six  dollars  a  mouth,  room  rent  being 
free. 

The  students  of  agricultural  colleges  are  encouraged  in  economy,  not 
merely  because  their  present  circumstances  require  it,  but  because  it 
will  be  necessary  for  them  to  practice  it  throughout  their  lives  if  they 
follow  industrial  pursuits  and  wish  to  secure  a  competence  from  the 
results  of  their  labor.  As  President  White,  of  Purdue  University,  said 
to  the  last  graduating  class  : 

Extravagance  in  an  industrial  college  is  subversive  of  its  chief  purpose.  Success 
on  the  farm  or  in  the  shop  requires  simple  habits  and  wise  economy  in  living,  and  the 
young  farmer  who  has  not  learned  this  lesson  has  not  completed  his  preparatory 
training.  A  thorough  education  unfits  no  oue  lor  industrial  pursuits,  but  the  acquir- 
ing of  extravagant  tastes  and  habits  may  render  such  an  education  of  little  prac- 
tical value.  The  spending  of  money  needlessly  during  four  years  of  college  life  is 
certainly  a  poor  preparation  for  the  life  of  self-denial  and  thoughtful  saving- which 
awaits  nine-tenths  of  our  industrial  students. 

The  aid  rendered  students  in  agricultural  colleges  by  furnishing  them 
rooms  free  of  charge,  and  by  helping  them  to  accommodations  of  many 
kinds,  is  one  reason  why  these  institutions  do  not  seem  to  be  economi- 
cally managed.  Private  institutions  do  little  for  their  students  beyond 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  23 

supplying  instruction.  Their  rooms  are  rented  at  paying  prices,  and 
advantages  gratuitously  offered  in  the  case  of  agricultural  colleges  are 
made  a  source  of  unreported  revenues.  The  income  of  ordinary  colleges 
and  universities  is  much  smaller,  in  comparison  with  the  number  of  stu- 
dents in  attendance,  than  that  of  the  institutions  endowed  by  the  land 
grant.  In  three  States,  Maine,  Massachusetts,  and  New  Jersey,  this 
rule  fails.  The  average  income  per  student  of  the  colleges  of  Maine  is 
only  slightly  in  excess  of  that  of  the  agricultural  college.  The  average 
Massachusetts  college  has  an  income  of  nearly  $300  per  student,  while  its 
colleges  of  agriculture  and  the  mechanic  arts  have  only  a  little  more  than 
$170.  In  New  Jersey  the  comparative  incomes  of  the  schools  aided  by 
the  land  grant  and  of  other  colleges  do  not  materially  differ.  From  sev- 
enteen other  States  sufficient  data  have  been  received  to  enable  a  com- 
parison to  be  made  between  the  amount  cf  income  per  student  received 
by  both  classes  of  institutions.  In  ten  States  the  income  per  student  of 
the  endowed  institution  is  more  than  double  that  of  ordinary  unaided* 
colleges.  There  are  two  additional  reasons  for  this  apparent  lack  of 
economical  administration  besides  the  generous  aid  rendered  to  their 
students  already  mentioned.  These  are  the  character  of  the  work  done 
and  the  disinclination  of  private  institutions  to  report  their  revenues. 
Single  illustrations  of  both  these  reasons  will  suffice.  In  Massachusetts 
the  income  of  scientific  and  industrial  institutions  of  collegiate  rank  and 
not  endowed  by  the  land  grant  was  nearly  $450  per  student  in  1880, 
while  the  corresponding  income  of  the  colleges  and  universities  is,  as  has 
been  stated,  in  the  vicinity  of  $300.  The  relative  income  per  student 
in  these  classes  of  institutions  in  New  Jersey  is  as  $300  to  $160.  This 
goes  to  show  that  scientific  and  technical  training  under  private  admin- 
istration is  more  expensive  than  classical  instruction.  In  illustration  of 
the  second  reason,  namely,  that  private  institutions  are  not  willing  to 
report  their  income,  any  State  may  be  chosen.  Taking  Illinois  as  an 
example,  it  appears  that  the  full  incomes  of  only  18  of  the  28  colleges  in 
the  State  were  reported  to  this  office  for  1879,  while  in  only  one  case  was 
the  number  of  students  withheld.  If  private  institutions  reported  their 
financial  condition  as  faithfully  as  they  do  the  number  of  their  students 
the  ratio  between  students  and  incomes  would  be  much  nearer  that  ex- 
isting in  agricultural  colleges  than  a  casual  observation  of  the  figures 
upon  which  such  ratios  are  usually  based  would  indicate. 

Graduates. — None  of  the  colleges  of  agriculture  and  mechanic  arts 
have  a  very  large  number  of  alumni.  They  have  not  been  in  existence 
twenty  years,  and  many  of  them  are  of  more  recent  origin.  Conse- 
quently their  graduates  are  still  young,  and  many  of  them  have  not  en- 
tered upon  their  permanent  occupations.  Large  numbers  have  devoted 
themselves  to  teaching.  In  the  South  the  call  for  teachers  is  urgent, 
and  it  is  to  the  credit  of  the  universities  and  colleges  aided  by  the  na- 
tional land  grant  that  they  have  sent  out  so  many  thoroughly  equipped 
teachers.  In  the  North  and  West  the  occupations  chosen  by  gradu- 
ates are  various  and  largely  industrial.  Of  1,000  graduates  of  institu- 
tions located  in  Northern  States,  168  are  following  agricultural  or  hor- 
ticultural pursuits ;  141  are  teaching ;  128  are  engaged  in  civil  engi- 
neering and  similar  work ;  92  have  gone  into  active  mercantile  life,  and 
85  are  manufacturers.  From  these  figures  it  is  inferable  that  at  least 
60  per  cent,  of  the  living  graduates  of  agricultural  colleges  are  engaged 
in  those  pursuits  which  the  aid  given  to  their  alma  maters  was  intended 
to  promote.  The  heads  of  institutions  are  inclined  to  estimate  the  pro- 
portion of  graduates  in  industrial  colleges  even  higher.  The  president 
of  the  Kansas  State  Agricultural  College  writes,  "  Of  graduates,  a  few 


24  INDUSTRIAL    EDUCATION   IN    THE    UNITED    STATES. 

are  teachers,  and  the  rest  farmers,  business  men,  or  mechanics."  The 
graduates  of  the  Maryland  college  are  said  to  be  devoting  themselves 
to  teaching  and  agricultural  pursuits.  The  president  of  the  board  of 
trustees  of  the  College  of  Agriculture  and  the  Mechanic  Arts  in  Maine, 
an  institution  eminently  practical  in  its  purposes  and  methods,  makes 
the  following  interesting  and  significant  statement: 

Besides  these  (156  graduates)  nearly  200  young  men  have  had  the  benefit  of  its  instruc- 
tion from  ono  term  to  three  and  one-half  years,  making  an  aggregate  of  356  who  have 
enjoyed  its  advantages  more  or  less  fully.  As  nearly  as  can  now  be  ascertained,  less 
than  12  per  cent,  of  this  number  have  entered,  or  are  preparing  to  enter,  the  liberal 
professions.  On  the  other  hand,  88  per  cent,  have  entered,  or  propose  to  enter,  other 
employments.  But  few  of  them  remain  long  unemployed  after  leaving  the  college. 
Many  are  at  once  sought  for  responsible  positions — some  of  them  before  they  have 
finished  their  course  of  study.  They  may  be  found  on  farms  and  in  work-shops. 
Their  services  are  sought  as  civil  and  mechanical  engineers,  surveyors,  draughtsmen, 
foremen  of  shops,  superintendents  of  mills,  agents  of  business  houses,  instructors 
,in  technical  departments  of  industrial  institutions  of  other  States,  and  in  public 
schools. 

The  last  report  on  graduates  of  the  Hampton  Normal  and  Agricultu- 
ral Institute  gives  interesting  statistics.  There  are  397  living  gradua- 
ates  and  senior  under-graduates,  a  term  which  seems  to  be  applied  to 
those  who  left  the  institute  during  their  senior  year.  Of  this  number 
363  had  been  heard  from  directly.  Nearly  all  had  taught  more  or 
less,  more  than  half  of  them  in  Virginia.  One  hundred  and  fifty-three 
own  laud  or  other  property ;  13  are  pursuing  studies  at  other  institutions ; 
10  are  in  mercantile  work ;  about  the  same  number  are  clerks  and  book- 
keepers ;  5  are  carpenters  ;  and  a  large  number  are  scattered  among  a 
great  diversity  of  employments.  Of  those  owning  land,  7  have  above 
100  acres;  18,  from  50  to  100  acres;  4,  from  20  to  50  acres;  14,  from  5 
to  20  acres ;  and  59,  less  than  5  acres.  The  value  of  property  reported 
by  2  is  $3,000  each;  by  10,  $1,000 ;  by  17,  from  $500  to  $1,000;  by  10, 
from  $200  to  $500 ;  and  by  0,  less  than  $200. 

Courses  of  study. — The  institutions  which  have  received  aid  from  the 
land  grant  of  18G2  have  either  single  prescribed  courses  of  study  or  sev- 
eral courses  from  which  a  selection  may  be  made.  Those  in  Colorado, 
Kansas,  Massachusetts  (agricultural  college),  Michigan,  Mississippi, 
New  Hampshire,  South  Carolina,  and  Virginia  belong  to  the  former  class. 
One  of  the  schools  in  Virginia,  the  Uainpton  Normal  and  Agricultural 
Institute,  has  a  course  which  embraces  few  studies  not  usually  pursued 
in  public  schools  of  intermediate  grades.  Of  the  remaining  eight  insti- 
tutions, six  have  four-years7  courses  and  two  three-years'  courses.  The 
studies  pursued  during  the  first  year  by  one-half  or  more  of  these  eight 
institutions  are,  algebra  in  8  institutions;  history,  7;  geometry,  6; 
botany,  0 ;  English  studies,  drawing,  agriculture,  5  each ;  rhetoric,  4 ; 
arithmetic,  physics,  physiology,  and  book-keeping  come  next  in  order. 

During  the  second  year  the  studies  are  more  varied.  Chemistry  is 
prescribed  by  six  institutions.  Geometry,  trigonometry,  surveying, 
botany,  and  English  studies  are  each  pursued  in  five  institutions ;  draw- 
ing and  mechanics  in  four;  algebra  and  agriculture  in  three  ;  physics, 
mineralogy,  zoology,  literature,  horticulture,  entomology,  and  modern 
languages  in  two  institutions. 

In  the  third  year  chemistry  is  a  part  of  the  course  of  all  the  colleges. 
Agriculture  (including  horticulture)  and  mechanics  are  each  prescribed 
by  six  institutions ;  English  studies,  by  five ;  geometry,  surveying, 
physics,  geology,  entomology,  and  physiology,  by  three. 

Mental  science  and  agriculture  are  studies  common  to  the  senior  year 
of  the  six  institutions,  having  single  prescribed  courses  of  four  years  in 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  25 

length.  Logic  is  pursued  iu  four ;  constitutional  law,  political  economy, 
history,  botany,  geology,  astronomy,  veterinary  science,  and  engineer- 
ing in  three  each. 

This  .statement  shows  the  general  scope  of  the  instruction  afforded 
by  agricultural  colleges  of  the  kind  under  discussion.  It  reveals  the 
fact  that  agriculture,  mathematics,  the  natural  sciences,  and  English 
branches  have  overshadowing  prominence  as  departments  of  study, 
and  that  languages  and  practical  mechanics  (a  far  different  thing  from 
theoretieal  mechanics)  are  not  receiving  great  attention.  The  course 
of  study  in  the  State  Agricultural  College  of  Colorado,  which  is  out- 
lined in  Appendix  A,  is  worthy  of  notice. 

The  direct  industrial  instruction  afforded  is  most  often  in  the  line  of 
agriculture  and  horticulture.  The  studies  pursued  in  these  subjects  are 
not  always  given.  Four  of  the  colleges  under  consideration  do  not  give 
an  extended  course  in  agriculture.  Its  principal  subjects  are  presented 
by  lectures,  and  agricultural  chemistry  is  given  a  fair  share  of  attention. 
In  the  State  Agricultural  Colleges  of  Kansas-,  Massachusetts,  Michi- 
gan, and  Mississippi  agriculture  is  made  a  prominent  and  character- 
istic feature  of  the.course.  In  Kansas  its  study  is  confined  to  the  sec- 
ond and  fourth  years.  In  the  second  year  stock-breeding,  the  cultiva- 
tion of  crops,  implements  and  their  use,  drainage,  and  the  history  of 
agriculture  are  considered;  in  the  fourth  year  stock  feeding,  rotation 
of  crops,  fertilizers,  experimentation,  and  diseases  of  animals  are  among 
the  subjects  treated.  Lectures  are  given  on  horticulture,  forestry,  po- 
mology, and  vegetable  gardening.  In  the  Agricultural  and  Mechanical 
College  of  Mississippi  agricultural  instruction  is  continued  throughout 
the  four  years.  All  the  leading  subjects  are  presented  at  considerable 
length  and  with  commendable  thoroughness.  In  the  State  Agricultural 
College  of  Michigan  agricultural  chemistry,  practical  agriculture,  hor- 
ticulture, and  landscape  gardening  are  classed  as  separate  departments 
of  instruction,  and  all  that  is  needed  for  proficiency  in  these  branches 
of  industry  is  taught.  The  formation  and  composition  of  soils ;  the  nat- 
ure and  source  of  food  of  plants;  chemical  changes  attending  vegetable 
growth ;  the  improvement  of  soils  by  chemical  means  and  by  the  usual 
fertilizers  ;  the  chemistry  of  the  dairy — these  and  similar  topics  form 
the  course  of  work  in  agricultural  chemistry.  The  subjects  of  study  in 
practical  agriculture,  many  of  which  have  just  been  mentioned  in  con- 
nection with  another  institution,  are  brought  before  the  students  theo- 
retically and  practically.  Horticulture  receives  special  attention.  All 
the  work,  from  the  location  of  the  garden  to  the  choice  of  a  time  and 
place  of  marketing  its  products,  is  carefully  taught.  The  selection  of 
sites  for  orchards,-  the  kind  ot  trees  to  set  out,  pruning,  the  destruc- 
tion of  injurious  insects,  and  the  care  of  fruit  are  studied  in  the  depart- 
ment of  pomology.  In  the  Massachusetts  Agricultural  College  the  in- 
struction iu  agriculture  and  horticulture  includes  every  branch  of  farm- 
ing and  gardening  practiced  in  the  State,  and  is  both  theoretical  and 
practical.  Each  topic  is  discussed  thoroughly  in  the  lecture- room,  and 
again  in  the  plant-house  or  field,  where  every  student  is  obliged  to  la- 
bor six  hours  a  week,  and  may  do  additional  work  for  wages  it'  it  does 
not  interfere  with  his  study. 

Prominence  has  been  given  to  the  subjects  pursued  in  institutions 
where  no  selection  of  courses  and  little  or  no  opportunity  for  election 
of  studies  were  allowed,  because  all  the  students  in  them  take  up  the 
work  prescribed,  and  become  more  or  less  familiar  with  the  agricultu- 
ral subjects  presented.  The  number  of  these  institutions  is  not  as  great 
as  of  those  which  offer  an  agricultural  course  as  one  of  several  open  to 


26  INDUSTRIAL    EDUCATION   IN   THE    UNITED    STATES. 

the  student.  Few  students  in  colleges  of  the  latter  class  choose  tkfc 
agricultural  course.  Probably  seventy  per  cent,  of  those  who  pursue 
systematically  the  study  of  agriculture  in  their  collegiate  course  are 
found  in  the  nine  institutions  of  the  former  class.  Yet  there  are  at  least 
twenty  schools  which  have  agricultural  courses  and  one  which  provides 
a  course  in  horticulture.  The  courses  in  agriculture  are  of  a  grade 
similar  to  that  of  regular  college  courses.  They  substitute  agriculture 
for  studies  which  may  be  omitted  from  a  course  without  impairing  its 
'industrial  value,  or  which  are  technical  or  professional  in  character. 
The  remaining  studies  furnish  a  good  general  education,  a  foundation 
for  a  wide  range  of  investigation  in  the  departments  of  agriculture,  and 
a  facility  in  imparting  and  applying  special  knowledge.  History,  lit- 
erature, mathematics,  modern  languages,  and  natural  sciences  form  the 
ground- work  of  every  course.  The  importance  of  these  studies,  their 
place  in  a  liberal  education,  and  the  advantages  which  familiarity  with 
them  gives  to  persons  of  every  calling  are  known  to  all  inteHigent  men. 
All  agricultural  courses  have  a  line  of  general  studies  such  as  has  been 
indicated. 

In  the  Royal  Agricultural  and  Forestry  Academy  at  Hohenheim,  in  Wiirtternberg, 
[says  Professor  Runkle]  the  general  studies  include  the  elementary  mathematics,  with 
trigonometry  and  descriptive  geometry,  physics,  and  chemistry,  and  the  natural  sci- 
ences which  apply  in  farming,  fruit,  and  forest  culture,  and  the  raising  and  training  of 
domestic  animals.  The  practical  studies  include  the  history  and  literature  of  farming, 
farm  productions  in  general,  with  special  instruction  relating  to  the  culture  of  hops, 
grapes,  fruits,  and  vegetables,  the  breeding,  rearing,  diseases  and  uses  of  domestic 
animals,  the  production  of  wool  and  silk,  and  bee  culture,  farm  management,  with 
practice  in  the  drawing  of  plans  and  specifications  for  such  management,  and  farm 
book-keeping.  Farming  technology  is  taught  through  practice. 

The  studies  which  are  considered  by  Mr.  J.  Scott  Eussell  as  neces- 
sary to  an  agricultural  education  are  the  following  : 

Farming  knowledge.  Technical  teaching. 

Nature  of  soil Surface  geology. 

Structure  of  plants Anatomical  botany. 

Food  of  plants , Physiological  botany. 

Manures Agricultural  chemistry. 

Structure  and  constitution  of  animals Comparative  anatomy. 

Rearing  of  animals Animal  physiology. 

Diseases  of  animals Veterinary  medicine  and  surgery. 

Laying  out  of  farms Land  surveying. 

Draining  and  irrigating Surveying  and  levelling. 

Gates  and  fences Practical  mechanics. 

Construction  of  farm  buildings Agricultural  economics  and  plan  drawing. 

Improvement  of  seeds  and  breeds Agricultural  geography. 

Ploughs,  wagons,  implements Theoretical  mechanics. 

Steam  engines  and  machinery Elements  of  mechanism. 

Fruit  trees  and  timber Technical  botany. 

The  course  of  study  for  graduation  in  agriculture  in  the  Virginia 
Agricultural  and  Mechanical  College  requires  four  years  of  English  stud- 
ies and  of  mathematics  ;  three  years  of  agriculture  and  horticulture  and 
of  history  ;  two  years  of  chemistry  and  of  French  or  German ;  and  one 
year  or  less  of  natural  philosophy,  book-keeping,  drawing,  geology,  and 
mineralogy,  botany,  zoology,  and  moral  philosophy. 

The  peculiar  studies  of  aii  actual  agricultural  course  are  not  matters 
of  common  knowledge  with  the  people,  either  as  to  the  extent  to  which 
they  are  pursued  or  the  preparation  they  give  for  farm  work,  and  in- 
formation on  these  points  is  difficult  to  obtain.  A  few  facts  have  been 
brought  out  with  regard  to  the  extent  to  which  agriculture  is  taught  in 
the  D  nited  States  by  special  courses. 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  27 

Twenty- one  institutions  endowed  with  the  national  land  grant  offer 
twenty-three  courses  in  agriculture.  Seventeen  of  the  twenty-three  are 
four  years  in  length,  four  are  three  years,  one  is  five  years,  and  one  two 
years.  Of  the  seventeen  having  courses  four  years  in  length,  seven  in- 
troduce agricultural  studies  into  every  year  of  the  course,  four  require 
one  year  of  general  study  before  special  branches  are  taken,  five  two 
years,  and  one  three  years.  Of  the  four  courses  which  are  three  years 
in  length,  one  only  has  any  part  exclusively  devoted  to  general  study. 
The  agricultural  instruction  given  in  those  institutions  in  which  it  is  con- 
tinuous during  four  years  includes  nearly  every  subject  taught  in  connec- 
tion with  agriculture.  Shorter  courses  either  omit  some  branches  or 
abridge  instruction  in  them.  None  of  them  bears  any  marked  similarity 
to  any  other.  No  relation  seems  to  have  been  discovered  between  one 
branch  of  agricultural  study  and  another  by  which  some  classification 
of  them  for  the  purposes  of  consecutive  study  can  be  made.  The  stud- 
ies found  in  senior  year  in  one  college  are  almost  as  often  in  the  fresh- 
man year  of  others.  The  topics  pursued  during  freshman  year  by  ttie 
greatest  number  of  institutions  are  general  agriculture,  entomology, 
horticulture,  and  agricultural  botany  ;  in  sophomore  year  horticulture, 
landscape  gardening,  agricultural  chemistry,  agricultural  botany,  and 
animal  anatomy  and  physiology  ;  in  junior  year  farm  economy  and  man- 
agement, veterinary  science,  rural  law,  farm  machinery,  crops,  and  farm 
engineering  ;  in  senior  year,  rural  economy,  rural  arcnitecture,  history 
of  agriculture,  botany,  horticulture,  and  chemistry. 

Manual  labor  is  required  of  the  students  in  several  agricultural  col- 
leges. In  the  State  Agricultural  College  of  Colorado  they  are  required 
to  spend  at  least  two  hours  of  each  day  in  labor  on  the  farm  or  in  the 
shop,  under  the  direction  of  their  instructors.  A  labor  system  is  con- 
nected with  the  course  in  agriculture  of  Purdue  University,  Indiana,  by 
which  each  student  is  to  labor  two  hours  daily  in  the  experimental  field, 
green-house,  or  campus,  during  the  fall  and  spring  terms,  while  in  the 
winter  term  an  abbreviated  course  in  the  mechanic  shop  is  provided, 
consisting  of  wood-work  and  iron-work,  in  which  forge- work  is  made  a 
leading  feature. 

One  hour  of  daily  practice  is  required  in  the  industrial  departments  of 
the  Kansas  State  Agricultural  College.  Students  are  encouraged  to 
work  more,  and  most  of  the  labor  needed  on  the  farm  and  in  the  gar- 
den, shops,  and  offices  is  performed  by  students.  Nearly  all  of  it  is  un- 
der the  direction  of  superintendents,  and  is  instructive.  The  provisions 
with  regard  to  manual  labor  in  the  Maine  State  College  of  Agriculture 
and  the  Mechanic  Arts  are  as  follows : 

The  maximum  time  of  required  labor  is  three  hours  a  day  for  five  days  in  the  week. 
In  the  lowest  class  the  students  are  required  to  work  on  the  farm,  and  they  receive 
compensation  for  their  labor  according  to  their  industry,  faithfulness,  and  efficiency, 
the  educational  character  of  the  labor  being  also  taken  into  account.  The  maximum 
price  paid  is  ten  cents  an  hour.  The  labor  is  designed  to  be,  as  much  as  possible, 
educational,  so  that  every  student  may  become  familiar  with  all  the  forms  of  labor 
upon  the  farm  and  in  the  garden.  The  students  of  the  three  upper  classes  carry  on 
their  principal  labor  in  the  laboratory,  the  drawing-rooms,  the  work-shops,  or  in  the 
field,  and  for  it  they  receive  no  pecuniary  consideration,  since  this  labor  is  of  a  purely 
educational  character. 

In  the  Massachusetts  Agricultural  College  six  hours  a  week  of  work 
in  the  plant-house  or  field  are  required.  In  tfie  Michigan  State  Agri- 
cultural College  all  the  students  labor  three  hours  daily,  except  when 
exempt  on  account  of  physical  disability.  (See  appendix  A.)  The  same 
rule  exists  in  the  Agricultural  and  Mechanical  College  of  Mississippi. 
The  labor  is  arranged  as  far  as  practicable  to  illustrate  studies  andlect- 


28  INDUSTJBIAL    EDUCATION    IN    THE    UNITED    STATES. 

ures.  The  junior  class  generally  is  assigned  work  in 'the  gardens  and 
orchards  and  on  the  grounds,  the  sophomore  class  on  the  farm,  the 
freshman  and  senior  classes  on  the  farm  or  in  the  garden,  or  wherever 
their  studies  may  find  best  illustration.  The  Agricultural  Colleges  of 
South  Carolina  and  Virginia  require  manual  labor.  The  trustees  of  the 
Iowa  Agricultural  College  have  made  the  following  rules  regulating 
manual  labor  : 

(1)  The  manual  labor  required  by  law  of  students  in  the   college  is  divided  into 
two  kinds, viz:  uninstructive  labor,  which  shall  be  compensated  by  the  payment  of 
wages ;  and  instructive  laborj  which  shall  be  compensated  by  the  instruction  given 
and  the  skill  acquired. 

(2)  Uninstructive  labor  shall  comprise  all  the  operations  iiuthe  work-shop,  garden, 
upon  the  farm,  and  elsewhere  in  which  the  work  done  accrues  to  the  benefit  of  the 
college  and  not  to  the  benefit  of  the  student.     Instructive  labor  shall  embrace  all 
those  operations  in  the  work-shop,  museum,  laboratories,  experimental  kitchen,  upon 
the  farm  and  garden,  in  which  the  sole  purpose  of  the  student  is  the  acquisition  of 
skill  and  practice. 

j[3)  Students  shall  engage  in  instructive  labor  in  the  presence  and  under  the  in- 
struction of  the  professor  in  charge.  *  *  ** 

(4)  The  labor  furnished  by  the  school  of  agriculture,  of  veterinary  science,  and  of 
engineering  is  given  by  each  exclusively  to  its  own  special  students. 

Manual  labor  has  a  large  place  in  the  system  of  instruction  of  the 
Hampton  (Va.)  Normal  and  Agricultural  Institute.  For  the  sake  of 
discipline,  as  well  as  instruction,  all  its  students  are  required  to  labor. 
Day  scholars  work  an  hour  a  day,  without  compensation,  at  such  in- 
dustries as  may  be  assigned  them.  Boarding  students  usually  work 
one  school  day  each  week  and  the  whole  or  half  of  Saturdays.  Suitable 
young  persons  who  are  eager  for  an  education,  but  have  not  the  means 
for  procuring  it,  are  furnished  work  and  taught  in  the  evening,  so  that 
they  can  be  gaining  some  knowledge  while  accumulating  the  money 
necessary  for  pursuing  a  more  complete  course  of  study.  The  student 
earnings  for  the  year  ending  June  30,  1881,  were  almost  $25,000. 

There  are  physical,  mental,  and  moral  results  which  are  expected  to 
come  from  manual  labor.  President  T.  C.  Abbott,  of  the  Michigan 
Agricultural  College,  enumerates  the  following  :  First,  physical  strength 
and  endurance,  which  are  necessary  to  the  farmer,  are  promoted  by  it ; 
second,  a  wide  range  of  practice  in  farming,  horticultural,  and  other 
practical  operations  is  given ;  third,  a  working  familiarity  with  the 
sciences  whose  principles  are  involved  in  the  processes  of  agriculture  is 
acquired ;  fourth,  the  opinion  and  the  sentiment  that  farm  labor  is  not 
degrading,  and  that  labor  and  culture  are  not  mutually  incompatible, 
are  inculcated.  The  benefits  of  manual  labor  in  the  State  Agricult- 
ural College  of  Colorado  are  held  to  be  financial  aid,  instruction  in 
methods  of  work,  health  derived  from  regular  exercise,  and  a  correct 
idea  of  the  importance  of  labor.  Evidence  of  the  propriety  of  giving 
manual  labor  a  recognized  place  in  agricultural  colleges  is  furnished  in 
that  the  institutions  which  have  given  it  a  permanent  and  prominent 
place  have  been  eminently  successful.  Recently  established  agricultural 
colleges  have  adopted  after  due  consideration  the  manual  labor  system, 
and  persons  who  have  had  experience  with  the  operation  of  the  system 
and  observation  of  its  results  are  ready  to  testify  in  its  favor. 

A  large  part  of  the  manual  labor  of  students  has  been  utilized  in  the 
work  of  agricultural  experiment,  and  their  laboratory  practice  has 
turned  toward  the  solution  of  chemical  problems  of  importance  to  the 
farmer.  In  either  case  the  improvement  of  the  student  and  the  informa- 
tion of  the  public  were  objects  to  be  attained.  Agricultural  colleges 
have  commonly  done  more  in  the  line  of  field  experiments,  under  the 
direction  of  skillful  superintendents,  than  in  the  determination  of  ques- 


INDUSTRIAL    EDUCATION    IN   THE    UNITED    STATES.  29 

tions  immediately  answered  by  chemistry,  except  in  the  analysis  of 
fertilizers.  Where  agricultural  experiment  stations  have  been  main- 
tained at  State  expense  they  have  chosen  the  laboratory  as  their  prin- 
cipal workshop.  When  the  Connecticut  agricultural  experiment  sta- 
tion was  established  in  1877  it  was  given  not  a  farm,  but  a  laboratory. 
Its  first  and  prominent  work  was  the  analysis  of  fertilizers.  The  testing 
of  seeds,  the  analysis  of  feeding-stuffs,  the  relation  of  soils  to  water, 
and  the  improvements  of  methods  of  agricultural  analysis  were  soon 
made  subjects  of  experiment.  The  work  required  of  the  North  Carolina 
experiment  station  was  the  analysis  of  fertilizers,  minerals,  mineral 
waters,  well  waters,  articles  ol  food  and  drags,  and  the  examination  of 
cases  of  supposed  poisoning.  The  station  has  also  analyzed  marls  and 
chemicals  used  in  composting,  identified  plants  and  insects  to  ascertain 
their  useful  or  injurious  character,  and  tested  the  germinating  power  of 
seeds.  The  results  of  such  work  done  originally  for  individuals  and  of 
investigations  of  general  interest  have  been  given  to  the  public,  and 
thereby  the  station  has  become  an  educational  agency. 

The  New  Jersey  agricultural  experiment  station  is  located  in  connec- 
tion with  the  Kutgers  Scientific  School  at  New  Brunswick.  It  is  act- 
ively engaged  in  benefiting  practical  and  scientific  agriculture  and 
encouraging  land  improvement  in  the  analysis  of  soils  and  fertilizers, 
in  the  trial  of  experiments,  and  the  publication  of  bulletins  and  reports. 

The  field  experiments  conducted  under  the  supervision  of  agricult- 
ural colleges  are  directed  principally  toward  the  determination  of  ques- 
tions relating  to  grains,  roots,  and  forage  plants.  The  varieties  which 
are  the  most  hardy  and  productive  are  ascertained.  Various  methods 
of  culture,  including  the  preparation  of  the  soil  and  the  time  and  man- 
ner of  sowing  and  harvesting,  are  tried.  The  effect  of  different  fertilizers 
and  different  soils  is  determined.  Experiments  are  extended  from  the 
feeding  of  plants  to  the  feeding  of  animals,  and  the  comparative  effects 
of  early  and  late  cut  hay,  of  grass  and  other  forage  plants,  of  roots  and 
grain,  and  of  different  grains  are  noted.  The  manufacturing  processes 
of  agriculture,  dairying,  sugar-making,  &c.,  are  experimented  uf)on  in 
several  States.  Irrigation  and  forestry  receive  a  large  share  of  atten- 
tion in  parts  of  the  West.  In  fact  there  are  few  subjects  affecting  the 
farmer  which  have  not  been  investigated  and  experimented  upon  in 
our  colleges  of  agriculture.  The  work  has  been  done  at  points  scattered 
over  the  country  and  representing  every  variation  iit  soil,  temperature, 
moisture,  and  elevation ;  it  consequently  renders  service  to  all  kinds 
and  sections  of  country.  It  has  been  done  systematically  and  exactly. 
The  methods  of  experimenting  have  been  a  miniature  of  the  way  in  which 
agricultural  knowledge  is  obtained.  But  instead  of  rough  guesses  there 
have  been  exact  measurements.  Instead  of  memory  of  circumstances 
there  has  been  a  record  kept.  Instead  of  hasty  and  prejudiced  conclu- 
sions there  have  usually  been  deliberate  judgment  and  impartial  opin- 
ions. In  this  way  many  economical  truths  are  quickly  and  correctly 
ascertained  by  which  the  farmer  who  intelligently  applies  them  is  saved 
from  disastrous  experiment  and  directly  educated  in  his  occupation. 

The  courses  of  study  in  the  mechanic  arts  are  not  characterized  by 
irregularity  and  diversity,  but  possess  unity  of  plan  and  systematic  ar- 
rangement. They  embrace  the  courses  in  mechanical  engineering, 
chemistry,  mining,  and  metallurgy,  and  a  few  individual  courses  in  in- 
dustrial art,  architecture,  and  kindred  branches.  Fourteen  endowed 
institutions  teach  mechanical  engineering  or  its  equivalent.  Two  of 
them  have  no  shops  or  mechanical  appliances,  and  incorporate  instruc- 
tion in  mechanics  with  a  civil  engineering  course  modified  for  the  in- 


30  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

struction  of  those  wishing  to  engage  in  mechanical  engineering.  Four 
of  them  confine  the  professional  studies  to  two  years  ;  five  have  courses 
in  which  technical  studies  are  pursued  for  three  years,  and  three  have 
courses  four  years  in  length,  with  special  studies  and  practice  through- 
out. The  scope  of  instruction  in  this  branch  of  mechanic  arts  is  indi- 
cated by  the  courses  which  are  given  at  length  in  Appendix  A.  The 
practical  work  presents  points  of  interest  which  may  be  properly  no- 
ticed at  some  length.  Ten  institutions,  at  least,  have  shops  and  unite 
theory  and  practice  in  training  for  mechanical  pursuits.  Two  others 
have  more  or  less  mechanical  apparatus.  The  shop  practice  of  the  ten 
institutions  which  are  known  to  give  prominence  to  practical  work  may 
be  considered  in  an  order  corresponding  Avith  the  alphabetical  arrange- 
ment of  the  States  in  which  the  several  institutions  are  located. 

A  department  of  mechanics  and  drawing  was  opened  in  September 
last  in  the  State  Agricultural  College  of  Colorado.  A  building  has 
been  erected  and  shops  for  bench -work  in  wood  and  iron  and  for  forg- 
ing have  been  equipped.  The  full  furnishing  of  the  department  will  be 
pushed  forward  rapidly,  so  that  students  may  complete  a  course  in  me- 
chanics similar  to  that  provided  in  eastern  schools. 

In  the  Illinois  Industrial  University  the  student  of  mechanical  engi- 
neering receives  practice  in  five  shops  which  are  devoted  to  (1)  pattern- 
making,  (2)  blacksmithing,(3)  molding  and  founding,  (4)  bench-work  for 
iron,  and  (5)  machine  tool-work  for  iron,  respectively.  In  the  first  the 
practice  consists  of  planing,  turning,  chiselling,  and  the  preparation  of 
patterns  for  casting.  The  shop  has  a  complete  set  of  tools,  benches, 
and  vises.  The  common  operations  of  blacksmithing  are  undertaken 
in  the  second  shop,  and  those  of  casting  in  the  third.  In  the  fourth 
shop  there  is  first  a  course  of  free-hand  bench-work,  and  afterward  the 
fitting  of  parts  is  undertaken.  In  the  fifth  shop  all  the  fundamental 
operations  on  iron  by  machinery  are  practiced.  The  actual  work  done 
is  carefully  outlined  beforehand  by  drawings  5  and  the  designing  of 
machines  and  their  elements  is  required. 

The  school  of  mechanics  of  Purdue  University  offers  the  kinds  of 
practice  mentioned  above.  The  course  is  taken  in  the  freshman  and 
sophomore  years.  Relatively  more  time  is  devoted  to  simple  carpentry. 
The  shop  contains  five  benches  for  wood-working,  with  as  many  com- 
plete sets  of  tools,  and  machines  for  iron-work,  such  as  lathes,  planers, 
drill-presses,  and  emery-grinders.  All  the  tools  requisite  for  the  work 
to  be  performed  are  supplied. 

In  the  Iowa  Agricultural  College  shop  practice  is  required  during 
freshman,  junior,  and  senior  years.  The  work  of  freshman  year  is  of 
a  general  character,  and  occupies  only  two  hours  a  week.  No  regular 
course  is  prescribed  for  the  other  years.  An  original  design  of  a  ma- 
chine must  be  made,  but  it  is  not  stated  that  the  machine  must  be  con- 
structed. 

In  the  Maine  State  College  of  Agriculture  and  the  Mechanic  Arts 
there  are  two  shops  equipped  according  to  the  Eussian  system,  and 
work  in  them  is  required  of  all  who  take  the  course  in  mechanical  en- 
gineering. In  the  second  term  of  sophomore  year  a  course  in  forge- 
work  is  given,  by  which  familiarity  with  the  methods  in  use  in  actual 
construction  is  gained.  A  similar  course  in  vise-work  is  given  in  jun- 
ior year.  The  facilities  for  practice  are  being  increased  as  funds  for 
the  purpose  are  obtained. 

In  the  Massachusetts  Institute  of  Technology  there  is  a  course  of  two 
years  in  mechanic  arts  designed  for  those  who  have  received  a  gram- 
mar-school education  and  wish  to  enter  as  soon  as  possible  on  industrial 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  31 

pursuits.  The  shop- work  of  the  first  year  embraces  carpentry  and  join- 
ery, wood- turning,  pattern-making,  and  foundry- work ;  of  the  second 
year,  iron-forging,  vise-work,  and  machine  tool-work  5  the  students  in  the 
course  of  mechanical  engineering  are  required  to  devote  considerable 
time  to  these  kinds  of  work.  It  is  intended  that  they  shall  learn  prin- 
ciples rather' than  construct  machines. 

The  shop  practice  in  the  department  of  mechanic  arts  of  Cornell  Uni- 
versity embraces  work  requiring  the  use  of  all  hand-tools  and  of  the 
machines  ordinarily  employed  in  machine-shops,  and  requires  two  hours 
daily  of  the  student  of  mechanic  arts.  The  department  occupies  a 
three-story  building  and  basement,  42  by  110  feet,  with  an  engine-house, 
a  brass  and  iron  foundry,  and  a  stereotype  foundry  in  immediate  con- 
nection. The  first  floor  of  the  main  building  is  occupied  by  a  machine- 
shop  and  printing-office ;  a  part  of  the  basement  by  a  forge-shop.  The 
cost  of  the  building  and  equipments  was  about  $42,000.  Among  the 
equipments  are  hand  and  lathe  tools  of  the  usual  kinds ;  instruments 
for  mechanical  experiments,  and  a  collection  of  drawings  from  those  of 
technical  schools  abroad.  The  instruction  is  given  by  two  professors, 
one  assistant,  and  one  foreman.  Skilled  workmen  are  also  to  be  em- 
ployed. 

The  Ohio  State  University  requires  of  students  in  the  mechanical 
course  three  terms  of  elementary  practice  in  the  use  of  tools  and  one 
term  of  machine  construction.  The  laboratory  has  been  equipped  re- 
cently, and  this  branch  of  industrial  instruction  is  receiving  increased 
attention. 

The  Agricultural  and  Mechanical  College  of  Texas,  which  has  re- 
cently been  reorganized  with  reference  to  practical  work  in  agriculture 
and  mechanic  arts,  has  a  shop  fitted  up  as  completely  as  the  State  ap- 
propriation for  the  purpose  would  permit.  A  sufficient  variety  of  tools 
has  been  furnished  to  enable  the  student  to  receive  practice  in  carpen- 
try, wood  turning  and  sawing,  vise- work,  the  operating  of  metal- work- 
ing machinery,  and  steam  engineering.  The  prescribed  course  of  shop- 
work  covers  two  years,  and  the  work  of  the  third  year  may  be  con- 
formed to  the  student's  chosen  line  of  investigation. 

The  University  of  Wisconsin  introduced  a  course  in  mechanical  en- 
gineering in  1877,  and  a  shop  was  provided  and  equipped.  Practice  is 
continued  throughout  four  years.  Machines  are  constructed  and  a 
variety  of  profitable  work  done,  as  well  as  many  processes  learned  solely 
for  their  illustrative  and  disciplinary  value. 

Methods  of  shop-work  are  either  instructive  or  constructive.  The 
instructive  method  proceeds  on  the  theory  that  there  are  certain  element- 
ary operations  underlying  the  important  branches  of  mechanical  labor, 
and  that  'skill  in  these  opens  the  way  for  the  ready  acquisition  of  the 
minor  details  which  make  up  the  differences  between  trades.  These 
elementary  operations  are  classified  according  to  their  simplicity  and 
their  interdependence.  The  scientific  principles  which  control  their 
performance  and  the  work  itself  are  taught  to  classes  by  lectures  and 
recitations,  and  the  actual  work  is  illustrative  of  the  theoretical  instruc- 
tion. The  fundamental  idea  of  the  constructive  method  is  that  com- 
pleted work  must  be  done  by  the  student  in  order  that  his  training 
shall  be  practical;  therefore  he  is  given  work  in  the  construction  of 
machines  or  other  articles  of  use,  and  is  taught  how  to  perform  each 
branch  of  the  work  as  it  is  reached,  and  is  helped  over  difficulties  which 
ar%  actually  in  his  way. 

The  instructive  method  is  adopted  in  the  main  by  the  Eussians  in 
their  system  of  instruction  in  mechanic  arts.  The"  principles  which 


32  INDUSTRIAL    EDUCATION   IN   THE    UNITED    STATES. 

I 

underlie  this  system  are  concisely  stated  by  Prof.  J.  D.  Eunkle,  of  the 
Massachusetts  Institute  of  Technology,  as  follows : 

The  ideas  involved  in  the  system  are,  first,  to  entirely  separate  the  art  from  the 
trade,  the  instruction  shops  from  the  construction  shops ;  second,  to  teach  each  art  in 
its  own  shop  ;  third,  to  equip  each  shop  with  as  many  places  and  sets  of  tools,  and 
thus  accommodate  as  many  pupils  as  the  teacher  can  instruct  at  *the  same  time ; 
fourth,  to  design  and  graduate  the  series  of  sample  to  be  worked  out  in  each  shop  on 
educational  grounds ;  aud,  fifth,  to  adopt  the  tests  for  proficiency  and  progress. 

The  elementary  operations  are  performed  in  their  natural  order  and 
place,  and  learned  not  by  themselves  as  isolated  facts,  but  in  their  rela- 
tions to  each  other  and  to  details. 

The  number  of  institutions  endowed  with  the  national  land  grant 
which  have  special  courses  in  chemistry  is  ten.  They  are  mostly  located 
in  the  East.  This  branch  of  instruction  is  of  prime  importance  to  those 
contemplating  manufactures  involving  the  use  of  compounds,  and  such 
industries  are  more  developed  in  the  North  and  East  than  in  the  South 
and  West.  Those  institutions  in  the  latter  sections  which  have  under- 
taken to  give  thorough  chemical  instruction  are  to  be  commended. 
By  so  doing  they  are  contributing  powerfully  to  the  wealth  of  the  State 
and  the  prosperity  of  its  people.  The  work  of  those  institutions  which 
have  special  courses  in  chemistry  is  presented  in  Appendix  F. 

Mining  and  metallurgy  are  given  special  prominence  in  at  least  seven 
institutions  endowed  with  the  national  land  grant.  The  courses  of  in- 
struction in  these  branches  is  outlined  in  the  statements  of  work  done 
by  individual  institutions  as  given  in  Appendix  A.  Into  these  courses, 
history,  literature,  political  economy,  and  the  branches  of  law  connected 
with  mining  are  introduced  for  the  sake  of  the  culture  and  information 
they  afford.  French  and  German  have  a  place,  as  familiarity  with  them 
is  necessary  in  order  that  the  engineer  may  avail  himself  directly  of  the 
many  valuable  treatises  and  reports  on  engineering  published  in  those 
languages.  Leading  branches  of  natural  science,  and  particularly  those 
which  treat  of  minerals,  are  taught  in  all  the  schools.  The  courses  differ 
chiefly  in  the  kind  and  extent  of  purely  technical  study. 

The  course  in  mining  engineering  in  the  Alabama  Agricultural  and 
Mechanical  College  is  three  years  in  length,  two  of  which  are  under- 
graduate, one  graduate.  The  studies  of  the  undergraduate  years  are 
not  very  different  from  those  of  the  course  in  civil  engineering.  In 
the  first  year  of  professional  study  (the  junior)  laboratory  work  is  taken 
by  the  students  in  mining,  and  the  drawing  and  engineering  study  done 
by  them  differs  slightly  from  that  done  by  the  civil-engineer  students. 
The  next  year  the  courses  differ  chiefly  in  the  kind  and  amount  of  scien- 
tific study  and  in  the  substitution  of  laboratory  work  for  engineering 
studies.  A  statement  of  the  course  of  study  for  the  graduate  year  has 
not  been  received. 

The  Illinois  Industrial  University  affords  training  in  mining  engineer- 
ing and  in  metallurgy.  The  student  of  mining  engineering  takes  the 
course  in  civil  engineering,  substituting  for  special  studies  not  closely 
related  to  their  profession  portions  of  the  metallurgical  course.  This 
latter  does  not  differ  greatly  from  the  chemical  course.  The  assaying 
and  analysis  of  ores,  and  the  analysis  of  metallic  compositions,  mineral 
waters,  and  coal  are  undertaken  in  place  of  work  less  important  to  the 
metallurgist.  Provision  is  made  in  the  general  laboratory  for  metallur- 
gical and  assaying  laboratories,  with  stamp-mill,  furnaces,  and  other 
apparatus  required  for  practical  instruction.  • 

In  the  Sheffield  Scientific  School,  New  Haven,  Conn.,  those  wishing 
to  become  mining  engineers  go  through  the  regular  course  in  either  civil 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  33 

or  mechanical  engineering,  and  then  devote  a  year  to  studies  funda- 
mental to  the  education  of  a  mining  expert. 

The  Ohio  State  University  has  a  course  in  mining  engineering.  The 
studies  of  the  first  three  years  are  nearly  in  common  with  the  other  en- 
gineering courses.  Considerable  time  is  devoted  in  the  third  year 
to  metallurgy.  In  the  last  year  the  studies  are  distinctly  profes- 
sional, including  theory  of  veins,  mining,  coal-washing,  and  the  me- 
chanical treatment  of  ores,  metallurgy,  assaying,  mineralogy,  and 
blow-pipe  analysis,  strength  of  materials,  and  plans,  specifications,  and 
estimates  for  metallurgical  works.  It  is  intended  that  the  course  shall 
secure  to  the  student  careful  instruction  in  mining  and  in  the  prepara- 
tion and  metallurgical  treatment  of  ores. 

The  University  of  Wisconsin  offers  special  courses  in  mining  engi- 
neering and  metallurgy.  The  student  that  has  pursued  the  civil  en- 
gineering course  for  two  years  may  choose  either  of  them  at  the  com- 
mencement of  junior  year.  The  studies  of  the  mining  engineering 
course  are  chiefly  higher  mathematics,  theoretical  and  applied  me- 
chanics, physics,  civil  engineering,  drawing,  and  geology.  Mining  en- 
gineering proper  is  taught  during  the  last  two  terms  of  the  senior  year. 
The  metallurgical  course  is  principally  composed  of  chemical  work. 
Metallurgy  itself  is  taught  during  the  fail  and  winter  terms  of  the  senior 
year.  The  subjects  taken  up  in  order  are  general  principles,  fuels,  fur- 
naces, and  metals.  Excursions  are  made  to  smelting  establishments  and 
descriptions  of  actual  operations  required.  Assaying  is  taught  during 
the  spring  term  of  junior  year  to  the  students  in  mining  engineer- 
ing and  metallurgy.  The  assay  laboratory  is  provided  with  tables  for 
eighteen  students,  six  crucible  furnaces,  two  roasting  furnaces,  two 
large  muffle  furnaces  for  cupellation  and  scorification,  a  Blake  crusher, 
bullion  rolls,  &c.  The  laboratory  work  is  so  extensive  that  he  Who  com- 
pletes it  is  deemed  an  expert  in  assaying. 

The  college  of  mining  of  the  University  of  California  is  intended  to 
give  thorough  professional  training  in  mining  engineering.  The  full 
course  leading  to  the  degree  of  mining  engineer  is  six  years  in  length. 
The  firs!  two  years  are  nearly  the  same  as  those  of  other  scientific  col- 
leges. The  instruction  of  the  next  two  years  is  more  directly  connected 
with  mining.  The  scientific  studies  are  taught  as  far  as  possible  with 
direct  reference  to  their  connection  with  mining  and  metallurgy.  The 
last  two  years  are  post-graduate,  and  the  course  of  study  is  yet  to  be 
perfected.  The  metallurgical  laboratory  furnishes  the  best  facilities  for 
assaying  and  metallurgical  practice,  and  various  collections  aid  the 
student  by  illustrating  collateral  branches  of  study. 

The  University  of  Missouri  has  a  department,  called  the  School  of 
Mines  and  Metallurgy,  located  not  at  the  same  place  as  the  university, 
but  to  the  southward  from  it,  at  Eolla,  in  the  district  in  which  iron,  lead, 
and  zinc  abound.  Several  courses  of  study,  each  three  years  in  length, 
are  provided,  all  of  them  giving  prominence  to  studies  in  mining  and 
metallurgy.  The  course  in  mining  engineering  is  the  standard  one  of 
the  school.  The  others  are  identical  with  it  during  the  first  year  and 
similar  to  it  in  many  respects  during  the  other  two  years.  The  engi- 
neering itself  is  taught  principally  by  lectures  and  field  practice,  and 
the  operations  of  metallurgy  are  performed  in  the  laboratory. 

In  the  Massachusetts  Institute  of  Technology  there  are  three  courses 
of  study  which  deal  with  mining.  They  are  styled  the  courses  in  min- 
ing engineering,  in  geology  and  mining,  and  in  metallurgy.  The  tech- 
nical studies  of  each  extend  over  three  years.  The  special  instruction 
in  mining  consists  of  a  course  of  eighty  lectures,  delivered  to  students 
S  Ex.25 3 


34  INDUSTEIAL   EDUCATION   IN   THE   UNITED    STATES. 

in  the  third  year,  on  the  general  character  of  the  various  deposits  of 
useful  minerals  and  on  the  theory  and  practice  of  mining  operations. 
In  the  fourth  year,  ore-dressing-  and  metallurgy  are  taken  in  a  course 
of  sixty  lectures,  accompanied  by  a  series  of  continuous  practical  exer- 
cises in  the  concentration  and  smelting  of  ores  in  the  mining  and  metal- 
lurgical laboratories. 

It  has  been  the  aim  in  outlining  the  instruction  given  in  agricultural 
colleges  to  show  what  opportunities  are  afforded  by  them  as  a  body  for 
the  acquirement  of  training  for  industrial  pursuits.  Agriculture,  me- 
chanics, chemistry,  and  mining  have  been  considered  in  turn,  and  it  has 
been  seen  that  there  are  numerous  schools  in  which  each  subject  're- 
ceives marked  attention.  To  some  the  results  of  these  national  schools 
of  science  seem  meager  and  discouraging.  They  are  unwilling  to  wait 
for  harvest,  until  there  has  been  time  for  growth  and  ripening.  The 
space  between  sowing  and  reaping  is  too  wide  for  their  patience.  The 
truth  of  this  is  seen  in  movements  that  hasten  to  maturity  more  rapidly 
than  can  a  new  system  of  schools  and  a  new  line  of  education.  A 
single  score  of  years  measures  the  life  of  these  schools,  a  period  not 
long  compared  with  the  time  in  which  education  has  been  coining  to 
its  present  advancement,  and  none  too  long  for  a  satisfactory  trial  of 
methods  and  studies.  Earlier  conclusions  did  not  carry  that  weight 
•which  those  reached  now  will  have.  Individual  minds  cannot  but  be 
convinced  by  the  facts  of  this  report  that  great  benefits  have  accrued 
from  the  investment  of  public  and  private  wealth  in  these  schools. 
Certainly  scientific  training  and  investigation  have  been  promoted  as 
in  no  other  way.  Improved  methods  of  instruction  and  enlarged  facil- 
ities for  experiment  have  been  introduced  by  their  influence  and  exam- 
ple. Theory  has  been  more  largely  supplemented  by  practice.  Ab- 
stract rutes  are  learned  by  their  application  to  practical  affairs.  The 
larger  part  of  the  technical  training  in  this  country  at  present  is  be- 
ing done  by  institutions  which  bave  been  stimulated,  if  not  established, 
by  national  aid.  They  are  paying  the  just  debt  with  ample  interest  by 
sending  out  men  and  women  to  develop,  utilize,  and  economize  the  re- 
sources of  the  country ;  to  maintain  the  fertility  and  increase  the  pro- 
ductiveness of  its  fields  5  to  construct  and  control  its  machinery;  to  im- 
prove its  manufactures,  augment  their  variety,  and  lessen  their  cost ; 
and  to  bring  its  untold  mineral  wealth  into  the  use  of  its  people. 

SECTION  2. 

INDUSTRIAL  EDUCATION  IN  SCHOOLS  OTHER  THAN  THOSE  ENDOWED 
WITH  THE  NATIONAL  LAND  GRANT. 

SCHOOLS  OF  SCIENCE. 

Besides  the  schools  endowed  by  the  national  land  grant,  there  are 
some  thirty  other  schools  and  collegiate  departments  furnishing  simi- 
lar instruction.  Extended  statements  concerning  a  few  schools  repre- 
sentative of  this  class  are  given  in  Appendix  0,  viz :  The  Worcester 
(Mass.)  Free  Institute,  the  Stevens  Institute  of  Technology  at  Hoboken, 
1ST.  J.,  and  the  Polyti  chnic  and  Manual  Training  Schools  of  Washing- 
ton University,  Saint  Louis,  Mo.  A  statement  of  the  condition  of  in- 
dustrial and  technical  education  in  the  institutions  of  this  class  not 
named  above,  and  other  facts  concerning  these  institutions  which  have 
a  bearing  upon  the  same  subject,  are  briefly  given  below. 

In  San  Francisco,  Cal.,  there  is  an  institution,  conducted  by  the  pri- 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  35 

vate  enterprise  of  A.  van  der  Naillen,  for  practical  instruction  in  the 
departments  of  engineering,  assaying,  &c.  There  are  4  instructors, 
and  usually  from  thirty  to  fifty  students,  many  of  them  women.  The 
several  courses  are  wholly  directed  toward  the  immediate  attainment  of 
practical  knowledge  of  the  studies  pursued,  the  time  spent  in  the  school 
being  usually  only  a  few  months. 

The  State  School  of  Mines,  recently  established  at  Golden,  Colo.,  aims 
to  adapt  itself  to  the  mining  and  metallurgical  interests  of  that  State. 
It  is  dependent  on  the  State  for  its  support,  and  received  an  appropria- 
tion of  the  proceeds  of  a  State  tax  of  one-fifth  of  a  mill,  amounting  to 
$10,000  in  1880.  The  faculty  has  7  members,  and  the  students  in  attend- 
ance, 1880,  numbered  twenty-six,  many  of  whom  were  ladies.  Tuition  is 
$20  a  term,  or  $60  a  year.  There  are  two  regular  courses  of  study,  one 
in  mining  engineering  and  one  in  metallurgy,  each  covering  three  years, 
and  facilities  are  offered  to  those  wishing  to  pursue  special  courses  of 
similar  study.'  The  school  possesses  a  good  library  of  standard  scien- 
tific works,  and  is  libeially  provided  with  apparatus  for  regular  work 
and  for  experimental  illustration.  A  museum  is  in  process  of  formation 
with  a  special  department  representative  of  the  fossils  and  minerals  of 
the  State. 

The  Eose  Polytechnic  Institute  has  the  following  history:  About 
twelve  years  ago  Mr.  Chauncey  E'ose,  of  Terre  Haute,  Ind.,  placed  over 
half  a  million  dollars  in  the  hands  of  ten  trustees  for  the  endowment  of 
an  educational  institution  at  that  place.  His  only  restrictive  provision 
was  that  the  school  should  be  "for  the  promotion  of  technical  educa- 
tion." He  instructed  the  trustees  to  obtain  the  best  light  they  could 
and  then  decide  upon  the  character  and  scope  of  the  school.  European 
and  American  schools  and  methods  were  examined,  and  the  conclusion 
reached  was  that  the  Worcester  Free  Institute  was  the  best  model 
upon  which  to  construct  the  institution.  A  site  of  ten  acres  was  se- 
cured, and  a  shop  and  an  administration  building  erected.  The  next 
move  on  the  part  of  the  trustees  was  to  obtain  a  president  for  the  school, 
who  should  take  charge  of  the  incipient  institute.  Prof.  C.  O.  Thomp- 
son, principal  of  the  Worcester  Institute,  was  decided  upon,  and,  after 
several  attempts,  the  trustees  finally  secured  him.  He  will  have  per- 
sonal supervision  of  equipping  the  shops,  arranging  a  course  of  study, 
and  purchasing  a  library,  and  of  the  details  of  organization.  The  insti- 
tute has  an  annual  income  of  $30,000  and  reserve  accumulations  amount- 
ing to  $75,000  which  can  be  applied  to  the  purchase  of  appliances. 

The  Boston  University,  Boston,  Mass.,  announces  that  the  place  of 
its  college  of  agriculture  is  supplied  by  the  State  Agricultural  College 
at  Amherst.  A  college  of  commerce  and  navigation  is  provided  for  by 
statute,  and  will  be  established  as  soon  as  the  necessary  funds  shall  be 
secured.  The  School  of  All  Sciences  connected  with  the  university  fur- 
nishes to  specialists  instruction  in  all  the  leading  branches  of  advanced 
study. 

The  Massachusetts  Normal  Art  School  at  Boston  contributes  largely 
to  industrial  education.  It  was  established  in  1873  for  the  purpose  of 
affording  opportunities  for  special  instruction  to  those  who  intended  to 
teach.  There  were  at  that  time  many  who  needed  this  instruction, 
as  drawing  had  been  recently  included  among  the  branches  required 
to  be  taught  in  the  public  schools  of  the  State,  and  free  instruc- 
tion in  industrial  or  mechanical  drawing  was  required  to  be  provided 
by  the  larger  cities  and  towns.  The  great  obstacle  to  the  carrying  oufc 
of  the  law  was  the  lack  of  suitable  teachers.  The  training  and  influ- 
ence of  the  normal  school,  under  the  management  of  Walter  Smith,  has 


36  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

been  directed  primarily  to  supplying  this  deficiency.  Incidentally  it  has 
educated  artists  and  designers  and  assisted  in  bringing  art  education 
into  popular  favor. 

The  attendance  upon  the  school  has  been  large  and  generally  increas- 
ing. In  1880-'81  it  was  1^94.  Of  these  179  ladies  and  43  gentlemen 
attended  the  day  classes,  32  ladies  and  40  gentlemen  the  evening 
classes.  The  students  now  enter  better  prepared  than  formerly  for  the 
work  of  the  school.  This  is  a  natural  result  of  a  general  introduc- 
tion of  drawing  into  the  schools,  and  it  has  enabled  the  normal  school 
to  advance  the  course  of  study.  A  few  years  since  an  examination 
in  free-hand  drawing  of  ornament  from  copy  and  in  object-drawing 
from  the  solid  was  required  to  be  passed  upon  admission.  The  work  of 
the  first  year  was  devoted  to  elementary  drawing.  The  subjects  of  study 
of  the  other  three  years  were,  respectively,  form,  color,  and  industrial 
design,  the  constructive  arcs,  and  sculpture  and  design  in  the  round. 
These  groups  could  be  taken  in  the  order  preferred  by  tfie  individual 
student,  if  he  showed  fitness  for  the  work  required. 

The  school  receives  its  main  support  from  the  State,  from'  which  it 
has  received  annual  appropriations.  That  for  1880-'81  was  $17,000. 
The  school  year  is  from  October  to  May,  inclusive. 

Harvard  University,  Cambridge,  Mass.,  has  two  departments  espe- 
cially contributing  to  industrial  and  technical  education,  viz :  The  Bus- 
sey  institution  and  the  Lawrence  Scientific  School.  The  Bussey  Insti- 
tution is  at  Jamaica  Plain,  Boston,  Mass.,  and  has  been  in  operation  for 
about  twelve  years.  Its  object  is  to  promote  and  diffuse  a  thorough 
knowledge  of  agriculture  and  horticulture,  and  it  aims  to  prepare 
young  men  for  work  as  practical  farmers,  gardeners,  florists  or  land- 
scape gardeners.  The  teaching  corps  consists  of  professors  of  applied 
zoology  and  of  agricultural  chemistry,  instructors  in  botany,  horticult- 
ure, entomology,  and  farming,  and  a  demonstrator  in  zoology.  The 
course  of  study  covers  three  years,  one  of  them  preparatory,  one  de- 
voted to  the  regular  course  of  study  in  the  school,  and  the  last  spent  in 
advanced  study  and  practical  research  in  some  of  the  departments  of 
science  which  receive  special  attention.  The  aim  of  the  teachers  is  to 
give  the  student  a  just  idea  of  the  principles  upon  which  the  arts  of 
agriculture  and  horticulture  depend ;  to  teach  him  how  to  make  intelli- 
gent use  of  the  scientific  literature  which  relates  to  these  arts,  and  to 
enable  him  to  make  accurate  observations  and  experiments,  and  draw 
correct  conclusions  therefrom. 

The  Harvard  Book  says : 

During  the  second  and  third  years  agricultural  chemistry,  useful  and  ornamental 
gardening,  agriculture,  and  applied  zoology  are  taught  at  Jamaica  Plain.  Instruc- 
tion is  given  by  lectures  and  recitations,  and  by  practical  exercises  in  the  laboratory 
and  green-house,  and  by  the  inspection  of  field  work.  In  order  to  give  the  student  a 
Bound  basis  for  a  thorough  knowledge  of  these  arts,  instruction  in  physical  geography, 
meteorology,  the  elementsof  geology,  chemistry,  physics,  botany,  zoology,  entomology, 
leveling  and  road  building  is  given  the  first  year  at  the  Lawrence  Scientific  School, 
Cambridge. 

The  object  of  thisjatter  school  is  to  give  complete  courses  of  instruc- 
tion in  the  leading  departments  of  science.  It  is  richly  endowed,  hav- 
ing productive  funds  amounting  to  some  $730,000,  and  an  income  of 
about  $50,000.  Its  faculty  comprises,  besides  the  president,  eleven 
professors,  three  assistant  professors,  four  instructors,  one  tutor,  and 
eight  assistants.  The  attendance  of  students  in  1881-'82  was  30.  Ample 
provision  for  instructing  teachers  and  special  students  is  made.  The 
teachers7  courses  of  study  are  one  year  in  length,  and  may  be  selected 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  37 

from  the  elements  of  natural  history,  chemistry,  and  physics.  The  in- 
struction is  mainly  given  in  the  laboratories  and  museums  of  the  uni- 
versity. Every  student  is  taught  to  make  experiments  and  study  speci- 
mens. No  examination  is  required  for  admission.  A  very  worthy  class 
of  students  enter  both  in  the  teachers'  class  and  as  special  students. 
The  regular  courses  of  study,  each  four  years  in  length,  are  (1)  civil 
and  topographical  engineering,  (2)  chemistry,  (3)  natural  history,  and 
(4)  mathematics,  physics,  and  astronomy.  The  facilities  for  illustration, 
experiment,  and  investigation  afforded  to  students  in  any  department 
of  Harvard  University  are,  as  is  well  known,  very  complete. 

The  University  of  Michigan  offers  courses  in  civil,  mechanical,  and 
mining  engineering,  each  iour  years  in  length.  The  course  in  civil  en- 
gineering is  laid  out  so  as  to  embody  a  close  imitation  of  the  require- 
ments of  active  labor.  The  courses  in  mechanical  and  mining  engineer- 
ing are  in  part  similar  to  the  civil  engineering  course,  but  include  such 
a  range  of  special  studies  as  enables  the  graduate  to  enter  understand- 
iugly  upon  the  practice  of  his  profession,  The  studies  pursued  in  the 
earlier  parts  of  the  course  by  all  students  of  engineering  comprise,  in 
mathematics,  algebra,  geometry,  plane  and  spherical  trigonometry,  gen- 
eral geometry,  and  the  elements  of  differential  and  integral  calculus; 
in  French  and  German,  an  amount  covering  in  all  about  two  years  of 
study,  the  choice  depending  on  the  language  presented  on  examination 
for  admission ;  in  English,  a  course  in  higher  English  grammar  and  com- 
position; in  physics  and  chemistry,  the  elementary  principles;  in  draw- 
ing, practice  in  geometrical  and  mechanical  drawing  and  the  study  of 
descriptive  geometry.  The  special  studies  which  predominate  in  the 
latter  part  of  the  courses  in  engineering  are  those  commonly  pursued. 
Practical  work  accompanies  each  course.  A  peculiar  feature  of  the  in- 
struction is  a  course  of  lectures  011  naval  architecture,  discussing  the  re- 
sistance of  ships,  the  power  necessary  to  secure  a  given  speed,  buoyancy, 
stability,  wave  motion,  steadiness,  determination  of  center  of  gravity 
and  metacenter,  and  similar  topics.  Instruction  in  analytical  and  ap- 
plied chemistry  is  given  by  accomplished  teachers,  and  supplemented 
by  practice  in  the  excellent  and  extensive  laboratory  of  the  university. 
Combinations  of  particular  courses  are  recommended  for  those  seeking 
proficiency  in  mineralogicaland  metallurgical  chemistry,  medical  chem- 
istry and  biology,  and  sanitary  chemistry,  as  well  as  in  general  chem- 
istry. The  report  of  Mortimer  E.  Cooley,  U.  S.  N.,  professor  of  mechani- 
cal engineering,  made  to  the  regents  of  the  university  at  the  close  of 
his  first  year  of  service,  shows  that  the  course  was  established  in  the 
autumn  of  1881  that  a  complete  school  of  engineering  might  exist  in 
the  institution.  The  facilities  for  giving  the  instruction  belonging  to 
this  course  were  insufficient ;  the  demand  for  it  great.  A  legislative 
appropriation  of  $2,500  was  devoted  to  the  purpose ;  and  with  this  sum 
and  slight  aid  from  the  university  and  private  individuals  a  building 
was  erected  and  equipped  with  machine  and  hand  tools,  an  engine,  forge, 
furnace,  and  other  fixtures.  Though  the  shop  is  limited  in  size  and  in 
variety  of  furnishing,  it  is  a  starting  point  for  improvements  and  addi- 
tions. 

The  Chandler  Scientific  Department  of  Dartmouth  College,  Hanover, 
!N.  H.,  was  organized  in  1851,  in  compliance  with  the  conditions  of  a 
bequest  of  $50,000  for  the  establishment  and  support  of  a  permanent 
department  or  school  of  instruction  in  the  college  in  the  practical  and 
useful  arts  of  life,  comprised  chiefly  in  the  branches  of  mechanics  and 
civil  engineering,  the  invention  and  manufacture  of  machinery,  car- 
pentry, masonry,  architecture,  and  drawing,  the  investigation  of  the 


38  INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 

properties  and  uses  of  the  materials  employed  in  the  arts,  the  modern 
languages  and  English  literature,  together  with  book-keeping  and  such 
other  branches  of  knowledge  as  may  best  qualify  young  persons  for  the 
duties  and  employments  of  active  life.  No  other  or  higher  preparatory 
studies  are  to  be  required  in  order  to  enter  said  department  or  school 
than  are  pursued  in  the  common  schools  of  New  England.  A  course  of 
four  years  has  been  established  to  carry  out,  as  far  as  possible,  the  in- 
tentions of  the  founder.  Instruction  is  given  by  four  professors,  six  in- 
structors, a  lecturer,  and  a  tutor,  and  the  number  of  students  in  at- 
tendance, according  to  the  catalogue  of  18S1-'S2,  is  48,  all  men.  The 
income  of  the  school  is  derived  from  tuition  fees,  at  the  rate  of  $60 
a  year,  and  the  interest  on  its  productive  funds,  which  now  amount  to 
$100,000.  The  department  is  well  supplied  with  approved  instruments 
for  surveying  and  engineering,  and  its  students  have  free  use  of  the  col- 
lege libraries,  cabinets,  and  general  appliances. 

The  Thayer  School  of  Civil  Engineering  is  an  institution,  also  con- 
nected with  Dartmouth  College,  which  furnishes  an  essentially  post- 
graduate course  in  civil  engineering  extending  over  two  years.  It  has 
a  productive  fund  of  $55,000 ,•  the  faculty  consists  of  a  president,  a 
professor,  and  three  instructors.  The  success  of  its  graduates  bears 
testimony  to  the  thoroughness  of  its  instruction. 

The  John  C.  Green  School  of  Science  of  the  College  of  New  Jersey, 
at  Princeton,  owes  its  existence  to  the  munificence  of  the  gentleman 
whose  name  it  bears,  his  gifts  to  it  having  amounted  to  some  $530,000. 
It  was  organized  as  a  department  of  the  college  in  1873,  and  aims  to 
give  thorough  training  in  science  and  art,  together  with  a  liberal  course 
in  certain  academic  studies,  and  opportunities  tor  the  special  pursuit  of 
prescribed  departments  of  study.  These  departments  are  three  in  num- 
ber, as  follows:  (1)  a  department  of  general  science,  in  which  after  the 
second  year  there  are  elective  courses  providing  special  instruction  in 
mathematics  and  mechanics,  biology  and  geology,  chemistry  and  min- 
eralogy, also  a  select  course  in  physics;  (2)  a  department  of  civil  engi- 
neering; (3)  a  department  of  architecture.  TLie  studies  of  each  of 
these  departments  cover  four  years.  The  extensive  laboratories  and 
collections  belonging  to  the  college  furnish  the  student  ample  means  for 
illustration  and  practice.  There  were  in  1880  twenty  instructors  and 
fifty-six  students  (all  males)  connected  with  the  school. 

The  Cooper  Union  for  the  Advancement  of  Science  and  Art  is  an  in- 
stitution unique  in  character,  alike  from  the  sagacious  beneficence  which 
marks  its  projection,  organization,  and  administration  and  the  results 
which  it  is  steadily  achieving.  The  name  of  the  founder,  Peter  Cooper, 
has  deservedly  become  a  "  household  word  "  wherever  a  broad  philan- 
thropy, a  genuine  uprightness,  and  a  wise  conception  of  human  needs 
and  the  wants  imposed  by  civilization  are  understood  and  recognized. 
There  is  little  need  of  extended  remark.  Mr.  Cooper's  benefactions 
have  reached  nearly  or  quite  $1,000,000.  The  Cooper  Union  is  now  in 
its  twenty-fourth  academical  year,  having  been  organized  and  opened 
in  1857.  At  that  time  property  was  transferred  to  it  by  Mr.  Cooper 
which  cost  $630,226.  Since  that  date  Mr.  Cooper  has  given  $150,000  as 
a  special  endowment  for  a  free  library  and  reading-room.  He  has  also 
added  a  story  to  the  building,  and  by  other  donations  has  increased  his 
gifts  to  nearly  or  quite  the  sum  named.  Since  1857  the  trustees  have 
expended  in  the  educational  work  alone  some  $898,000,  derived  largely 
from  the  rent  of  stores  and  offices  connected  with  the  building.  The 
expenditure  reported  for  1880  was  $50,974. 

The  means  of  instruction  and  schools  of  the  Cooper  Union  consist 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  39 

of  (1)  the  free  library  and  reading-room;  (2)  free  lectures  during  the 
winter;  (3)  an  evening  school  of  science  ;  (4)  an  evening  school  of  art ; 
(5)  a  day  school  of  art  for  women ;  (6)  a  school  of  art  for  amateurs ;  (7) 
a  school  of  wood-engraving;  (8)  a  school  of  telegraphy.  The  last  four 
are  designed  for  women  students  ;  all  are  based  on  practical  principles. 

The  evening  school  of  science  embraces  fifteen  classes  or  studies,  ex- 
tending the  ordinary  (English)  common  school  education  in  the  direction 
of  mathematics,  mechanics,  engineering,  and  chemistry.  It  was  at- 
tended in  1882  by  936  students.  While  liberty  is  given  them  to  pursue  any 
branches  taught  in  the  school  for  which  they  are  fitted,  a  regular  course 
requiring  five  years  for  its  completion  is  arranged.  The  Cooper  medal 
and  diploma  are  awarded  to  those  who  successfully  complete  the  course, 
which  is  as  follows : 

First  year :  algebra,  geometry,  natural  philosophy,  and  elementary 
chemistry.  Second  year :  algebra,  geometry,  elementary  chemistry, 
and  astronomy.  Third  year:  trigonometry,  descriptive  geometry,  ana- 
lytical geometry,  and  mechanics.  Fourth  year  :  analytical  geometry, 
differential  and  integral  calculus,  and  mechanical  drawing.  Fifth  year : 
engineering  and  analytical  chemistry.  The  night  school  of  art  embraces 
classes  in  rudimental,  mechanical,  architectural,  form,  figure,  perspec- 
tive and  ornamental  drawing,  decorative  designing,  drawing  from  cast, 
and  modeling  in  clay.  Lectures  to  the  classes  are  also  given.  The  num- 
ber of  students  in  1882  was  1,227. 

The  day  school  of  art  for  women  is  perhaps  the  best  equipped  institu- 
tion for  its  purposes  to  be  found  in  the  United  States.  It  occupies  large 
and  well-arranged  rooms,  furnished  with  casts,  models,  copies,  &c.,  and 
the  teachers  possess  the  highest  qualifications;  The  school  contains  de- 
partments of  drawing,  painting,  normal  teaching,  photography,  and 
wood  engraving.  The  earnings  of  the  pupils  for  the  year  under  review 
are  reported  at  $28,932.  The  number  of  students  was  750  in  the  gen- 
eral studies  and  150  in  the  pottery  class.  The  school  of  telegraphy 
had  00  pupils.  The  Western  Union  Telegraph  Company  maintains  a 
teacher  in  the  school  of  telegraphy.  Prang  &  Co.,  art  lithographers, 
have  given  $750  per  annum  fora  teacher  to  the  normal  drawing  class. 

The  School  of  Mines  of  Columbia  College,  New  York  City,  was  estab- 
lished in  1804  for  the  purpose  of  furnishing  young  men  the  means  of 
acquiring  a  thorough  knowledge  of  those  branches  of  science  which 
form  the  basis  of  the  important  industrial  pursuits.  Its  system  of  in- 
struction included,  for  some  time,  five  courses  of  study,  viz :  (1)  civil 
engineering,  (2)  mining  engineering,  (3)  metallurgy,  (4)  geology  and 
palaeontology,  (5)  analytical  and  applied  chemistry.  A  course  in  archi- 
tecture has  been  added  recently.  The  plan  of  instruction  includes  lect- 
ures and  recitations,  practice  in  the  chemical,  mineralogical,  blowpipe, 
and  metallurgical  laboratories,  and  in  operative  mining ;  field  survey- 
ing, projects,  estimates,  and  drawings  for  the  establishment  of  mines 
and  for  the' construction  of  metallurgical  and  other  works;  and  reports 
on  mines,  industrial  establishments,  and  field  geology.  Each  course  is 
four  years  in  length.  A  large  amount  of  vacation  work  is  done.  Each 
student  is  expected  to  visit  mines,  metallurgical  and  chemical  establish- 
ments, and  to  hand  in  on  his  return  a  memoir,  with  collections  illustrat- 
ing it.  A  class  in  practical  mechanical  engineering  is  /ormed  for  the 
vacation  of  students  entering  the  third  year  of  that  course ;  one  in  min- 
ing for  students  entering  the  fourth  year  of  the  course  in  mining  engi- 
neering; and  in  geodesy  for  those  equally  advanced  in  the  civil  engi- 
neering course.  The  class  in  mechanical  engineering  in  1881  visited 
iron  works  in  the  city,  studying  closely  the  machinery,  processes,  and 


40  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

methods  used.  It  was  limited  to  twenty  members.  The  class  in  mining 
visited  the  copper  mines  of  Lake  Superior  and  the  Marquetteiron  region 
of  Northern  Michigan.  The  professor  in  charge  drew  up  a  plan  of  study 
for  both  the  copper^  and  the  iron  mines.  The  work  outlined  for  the 
copper  region  required  three  weeks  for  its  completion,  and  included  the 
study  of  drifting  and  sinking  with  machine  drills,  stoping  of  copper 
rock,  handling,  breaking,  and  assorting  copper  rock,  timbering,  pumps, 
surface  works,  shops,  stamping  of  copper  rock,  concentration  of  coarse 
and  fine  sands  by  jigs,  and  treatment  of  fine  sands  and  slimes.  The  out- 
line of  work  in  the  iron  region  was  also  elaborate. 

The  number  of  students  in  mining  engineering  in  18Sl-'82  was  111; 
in  civil  engineering,  28;  in  analytical  and  applied  chemistry,  35;  in  ar- 
chitecture, 2.  The  first  class,  which  pursues  studies  preparatory  to 
the  special  courses,  contained  95  members.  The  total  attendance  was 
275.  The  degrees  conferred  are  engineer  of  mines,  civil  engineer,  and 
bachelor  of  philosophy. 

The  School  of  Civil  Engineering  of  Union  College  was  founded  in 
1845,  for  the  purpose  of  giving  such  instruction  in  the  theory  and  prac- 
tice of  civil  engineering  as  will  fit  students  for  immediate  usefulness  in 
the  field  and  in  the  office.  Its  faculty  consists  of  a  president,  nine  pro- 
fessors, and  a  registrar.  Its  students  in  1880  numbered  26.  The  course 
of  study  is  completed  in  four  years,  and  gives  special  prominence  to  me- 
chanical draughting,  instrumental  field  work,  and  numerical  calculation. 
The  collection  of  appliances  for  illustration  is  extensive,  and  facilities 
for  practical  work  are  ample.  Students  are  admitted  to  all  the  depart- 
ments of  the  college  without  extra  charge.  Among  these  is  the  depart- 
ment of  general  culture  and  of  fine  art,  in  which  instruction  and  practice 
in  decorative  landscape  and  figure  drawing  are  afforded,  as  well  as  gen- 
eral instruction  respecting  sculpture,  painting,  and  architecture. 

The  Rensselaer  Polytechnic  Institute,  Troy,  N.  Y.,  offers  a  course  of 
study  in  civil  engineering  extending  over  four  years,  and  embracing  a 
great  variety  of  subjects,  including  mechanical,  mining,  and  other  forms 
of  engineering.  During  each  summer  vacation  it  is  intended,  also,  to 
give  qualified  persons  a  six- weeks'  course  in  assaying.  The  institute 
has  a  faculty  composed  of  10  professors,  2  instructors,  and  4  assistants, 
and  reported  in  18SO  104  students  and  739  graduates.  The  appliances 
for  illustration  and  practice  are  very  complete,  and  include  an  observa- 
tory, chemical  and  metallurgical  laboratories,  collections  of  birds,  shells, 
minerals,  &c.,  und  approved  apparatus  in  all  departments  of  study. 
The  long  and  successful  career  of  this  institute  has  given  it  a  wide  and 
honorable  reputation,  so  that  students  come  to  it  from  the  most  distant 
nations  of  the  world. 

The  Ohio  Mechanics'  Institute  of  Cincinnati  was  established  in  1829 
for  the  purpose  of  furnishing  educational  aids  to  mechanics,  manufact- 
urers, and  artisans.  For  many  years  it  has  sustained  a  reading  room, 
courses  of  lectures,  and  evening  drawing  schools.  The  ^branches  of 
drawing  pursued  are  three  in  number,  mechanical,  architectural,  and 
artistic.  The  course  in  mechanical  drawing  is  designed  for  machinists, 
founders,  blacksmiths,  and  the  like,  and  was  taken  by  117  students  in 
1881-'82 ;  that  in  architectural  drawing  is  for  builders  and  those  in  their 
servi  ce,  and  attendance  the  last  session  was  58.  The  class  in  artistic 
drawing  did  not  attract  persons  of  any  particular  employments,  but  en- 
rolled 78  from  various  stations  and  occupations.  About  two  years  ago 
there  was  a  department  of  science  and  art  created.  Its  work  has  been 
the  publication  of  a  scientific  journal  in  which  to  publish  its  own  trans- 
actions and  such  other  information  as  it  may  seem  best  to  include,  the 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  41 

arrangement  of  meetings  for  the  discussion  of  questions  in  science,  and 
the  maintenance  of  evening  classes  in  geometry  and  mathematics,  and 
in  elementary  physics  and  mechanics.  These  classes  are  held  on  Mon- 
day and  Thursday  evenings,  the  former  from  7  to  8.15  o'clock ;  the  latter 
from  8.15  to  9.30.  Instruction  is  given  by  lectures.  The  total  expenses 
of  the  institute  for  1881-'82  were  $8,253.34.  An  effort  is  now  being 
made  to  organize  a  complete  school  of  technology  in  connection  with 
the  institute. 

The  Case  School  of  Applied  Science,  Cleveland,  Ohio,  was  founded 
by  deed  of  trust  executed  in  1877  by  Mr.  Leonard  Case.  It  was  incor- 
porated after  his  death  in  1880  and  organized  in  October,  1881.  The 
amount  of  property  secured  to  the  institution  from  his  estate  is  esti- 
mated at  $1,250,UO().  The  design  of  the  instruction  is  to  give  a  thorough 
technical  and  professional  training  in  the  principles  of  natural  and  phys- 
ical science  and  their  applications  to  the  arts.  Four  years  of  study  will 
be  required  to  complete  its  courses.  Two  of  them  will  be  devoted  to 
general  training  and  two  to  studies  of  a  technical  or  professional  nat- 
ure. Five  courses  of  this  kind  are  now  arranged,  embracing  mathe- 
matics and  astronomy,  chemistry,  physics,  civil  engineering  and  mining 
engineering.  Twelve  freshmen  and  4  special  students  were  in  attend- 
ance in  May,  1882.  The  faculty  had  6  members. 

The  Toledo  (Ohio)  University  of  Arts  and  Trades  was  organized  in 
1872  for  the  education  of  artists  and  artisans  of  both  sexes.  Instruction 
was  suspended  in  1877  on  account  of  the  unproductiveness  of  its  en- 
dowment funds,  and  has  not  yet  been  resumed.  / 

The  Pardee  Scientific  Department  of  Lafayette  College,  Easton,  Pa., 
was  organized  in  18G6,  in  accordance  with  the  provisions  regulating 
the  use  of  a  generous  gift  intended  for  the  promotion  of  scientific  edu- 
cation. The  gift  was  made  $200,000  in  the  next  year.  In  1873  a  mag- 
nificent building,  costing,  with  its  scientific  equipment,  nearly  $300,000, 
was  transferred  by  the  same  liberal  giver  (Ario  Pardee,  esq.)  to  the 
college  trustees.  It  was  replaced  by  him  in  1880,  after  its  destruction 
by  fire.  The  department  offers  four  courses  of  scientific  study.  One  is 
a  general  course  four  years  in  length,  with  the  latter  part  largely  elec- 
tive. By  the  choice  of  chemical  studies,  those  wishing  to  make  a  spe- 
cial study  of  chemistry  can  become  thoroughly  acquainted  with  the  sub- 
ject. Provision  is  also  made  for  advanced  and  special  students  who 
wish  to  make  special  researches.  The  third  course  is  in  civil  engineer- 
ing. The  course  is  not  strictly  confined  to  that  branch  of  the  science, 
but  introduces  studies  commonly  brought  under  the  head  of  mechanical 
engineering.  The  fourth  course  is  in  mining  and  metallurgy.  It  differs 
from  the  one  just  mentioned  chiefly  in  the  last  two  years.  Then  mine 
surveying,  mining  machinery,  mineralogy,  lithology,  assaying,  and  simi- 
lar studies  are  associated  with  the  direct  subjects  of  mining  and  metal- 
lurgy. Instruction  is  always  supplemented  by  practice,  and  the  obser- 
vation and  study  of  the  mining,  manufacturing,  and  engineering  enter- 
prises of  the  vicinity  contribute  largely  to  the  student's  education. 

The  Franklin  Institute  at  Philadelphia  was  organized  in  1824  for  the 
encouragement  of  science  and  the  mechanic  arts.  The  methods  by 
which  it  does  this  include  the  publication  of  a  monthly  journal,  the 
maintenance  of  an  evening  drawing  school,  and  a  library,  and  the 
provision  of  lecture  courses.  The  journal  is  intended  to  disseminate 
useful  knowledge  in  all  matters  relating  to  the  practical  application  of 
science,  but  more  especially  to  engineering  and  the  mechanic  arts. 
Each  number  contains  80  pages  of  reading  matter,  and  the  amount 
of  advertising  done  by  it  is  very  large,  so  that  the  journal  is  self-sup- 


42  INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 

porting.  The  drawing  classes  are  a  leading  feature  of  the  educational 
work  of  the  institute.  They  are  held  three  evenings  a  week.  The 
course  arranged  for  them  is  progressive,  and  includes  instruction  in  me- 
chanical, architectural,  and  topographical  drawing,  both  free-hand  and 
instrumental,  extending  over  three  years.  Pupils,  if  sufficiently  ad- 
vanced, may  select  any  subject  of  importance  to  them  and  receive  in  it 
individual  instruction.  Special  classes  in  architectural  and  machine 
drawing  have  been  started  recently.  The  technicalities  of  drawing, 
such  as  the  proper  selection  and  use  of  instruments  and  materials,  the 
making  of  clear  and  perfect  lines  in  pencil  and  ink,  the  use  of  brush  and 
colors,  and  the  relative  arrangement  of  the  different  views  of  an  object 
are  given  particular  attention.  The  library  contains  15,968  volumes 
and  a  large  number  of  pamphlets,  and  is  said  to  be  one  of  the  most  com- 
plete collections  of  works  on  science  and  the  arts  to  be  found  in  Amer- 
ica. The  lectures  are  intended  to  be  on  subjects  connected  with  the 
callings  of  members  of  the  institute.  Among  those  delivered  during 
1881-'S2  were  four  on  geology,  two  on  the  rise  and  progress  of  manufact- 
ures in  Philadelphia,  four  on  hygiene,  two  on  the  microscope  and  its 
revelations,  four  on  engineering,  six  on  mechanics,  eight  on  chemistry, 
two  each  on  astronomy,  "  machine  design  and  construction,"  and  <•  drain- 
age and  disease  and  utilization  of  sewage,"  and  single  lectures  on 
'*  modern  photography  and  gelatine  prints,  "  silk  and  its  culture," 
"  electrotyping,"  and  "mechanical  drawing."  The  lectures  are  open 
to  the  members,  each  of  w^hom  may  bring  a  friend  ;  and  compliment- 
ary tickets  are'issued  and  distributed  by  members,  which  admit  to  the 
hall  five  minutes  before  the  lecture  commences.  The  institute  has  a 
membership  of  nearly  2,000,  property  valued  in  1878  at  $125,000,  and 
an  annual  income  of  some  $15,000.  Says  the  president : 

It  is  true  that  we  neither  feed  the  hungry,  clothe  the  naked,  nor  heal  the  sick  ;  but, 
on  the  other  hand,  our  efforts  are  to  dry  up  the  sources  of  hunger,  destitution,  and 
disease,  and  to  avert  these  evils  by  the  diffusion  of  such  knowledge  as  strengthens 
and  directs  the  hands  of  the  bread  \vinner,  cheapens  the  cost  of  food  and  habitation, 
and  improves  the  construction  of  dwellings. 

Another  Philadelphia  institution  which  aids  industrial  education  is 
the  Spring  Garden  Institute,  which  maintains  a  library  and  free  reading- 
room,  drawing-schools,  and  schools  in  mechanical  handiwork,  and  pro- 
vides courses  of  lectures  and  entertainments.  The  library  contained 
8,500  volumes  in  1880,  and  was  increasing  rapidly  in  size  and  value. 
The  books  are  loaned  to  members  of  the  institute,  and  are  at  the  serv- 
ice of  the  public  during  a  large  part  of  the  day  and  evening.  The 
drawing-schools  furnish  evening  instruction  in  mechanical,  free-hand, 
and  architectural  drawing,  free  to  members  of  the  institute.  The  pu- 
pils in  mechanical  drawing  are  more  numerous  than  in  either  of  the 
other  kinds,  and  have  been  graded  to  some  extent.  In  the  schools  of 
handiwork  there  are  classes  in  vise  and  lathe  work,  pattern-making,  and 
the  elements  of  molding  and  steam-engineering.  The  course  in  vise- 
work  includes  chipping  to  line,  filing,  scraping,  and  polishing;  that 
in  lathe  work  includes  turning,  drilling,  planing,  and  dressing  of 
tools  at  the  forge.  These  two  courses  constitute  a  term  of  study  three 
months  in  length,  with  sessions  two  nights  each  week,  and  a  tuition  fee 
of  $5.  The  course  in  pattern  making  is  similar  in  length  and  expense. 
The  class  in  steam -engineering  is  instructed  by  lectures  upon  the  physi- 
cal properties  of  steam,  methods  of  using  it,  construction  of  boilers  and 
engines,  methods  of  propulsion  on  sea  and  land,  &c.  The  course  is 
three  months  in  length,  sessions  two  evenings  a  week,  and  expense  $10. 
The  institute  is  supported  by  the  income  of  productive  funds  and  the 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  43 

dues  required  of  members.  They  are  of  five  kinds,  viz,  members  in 
})crpctuo  (with  right  of  succession),  who  pay  850 ;  life  members,  who  pay 
$30;  stockholders,  pacing  $10  per  share  of  stock  and  $2  a  year  tax 
thereon  ;  annual  subscribers  at  $3,  and  junior  subscribers  at  82  a  year. 
Each  department  of  work  undertaken  by  the  institute  is  controlled  by 
a  special  committee,  and  has  been  carried  on  so  as  to  meet  the  ap- 
proval and  g;;in  the  aid  of  substantial  business  men. 

The  University  of  Pennsylvania  in  1872  created  a  special  department 
of  scientific  instruction  called  the  Towne  Scientific  School.  Its  design 
is  to  give  a  thorough  technical  and  professional  training  in  chemistry, 
with  its  manifold  appliances  to  the  industrial  arts;  metallurgy  and 
assaying;  mineralogy  and  geology;  civil,  mechanical,  and  mining  en- 
gineering; mechanical  drawing  and  architecture,  and  studies  prepar- 
atory to  a  medical  course.  Tbe  completion  of  any  of  these  courses 
requires  five  years.  The  first  two  years  are  devoted  to  a  thorough 
training  in  preparatory  and  elementary  mathematics,  chemistry,  and 
the  methods  of  scientific  research  in  general,  and  to  instruction  in  his- 
tory, English  composition,  rhetoric,  modern  languages,  and  mechanical 
and  free  hand  drawing.  At  the  close  of  these  two  years  the  student 
selects  one  of  six  parallel  courses  and  devotes  himself  to  the  profes- 
sional training  they  are  intended  to  give.  The  course  most  frequently 
chosen  is  that  in  mechanical  engineering.  In  it  students  are  required 
to  give  particular  attention  to  the  cinematics  of  mechanism,  the  condi- 
tions under  which  work  and  power  act,  and  the  means  of  regulating 
them,  the  problems  of  hydraulics,  and  the  mechanical  theory  of  heat, 
with  its  application  to  the  steam-engine.  Weekly  visits  of  inspection 
are  made  during  two  years  to  furnaces,  foundries,  machine-shops,  and 
rolling-mills.  Eecent  provision  has  been  made  for  instruction  in  marine 
engineering  and  naval  architecture.  The  faculty  of  the  school  is  com- 
posed of  17  professors  and  6  instructors  and  assistants.  The  students 
in  attendance  in  1S81-'S2  numbered  171.  The  museums,  laboratories, 
and  collections  of  apparatus  are  extensive  and  well  adapted  to  their 
several  purposes. 

The  School  of  Technology  of  Lehigh  University,  South  Bethlehem,  Pa., 
offers  young  men  every  needed  facility  for  studying  civil,  mechanical, 
and  mining  engineering,  metallurgy,  and  chemistry.  The  studies  of  the 
first  year  and  a  half  are  preliminary  to  the  several  technical  courses. 
The  course  in  civil  engineering  includes  so  much  of  mechanical  engineer- 
ing as  is  of  direct  service  to  the  civil  engineer,  thorough  instruction  in 
geology  and  mineralogy,  practical  work,  and  visits  of  inspection  to  en- 
gineering undertakings  in  the  Lehigh  Valley  and  its  vicinity.  The 
course  in  mechanical  engineering  is  accompanied  by  shop  instruction, 
not  necessarily  involving  manual  labor  and  the  manipulation  of  tools, 
but  rather  aiming  to  familiarize  students  with  those  points  in  pattern- 
making,  moulding,  forging,  fitting,  and  furnishing  which  they  need  to 
know  as  designers  of  machinery.  The  object  of  study  is  the  acquisition 
of  the  knowledge  required  by  foremen  and  superintendents  rather  than 
manual  dexterity  and  skill  in  the  use  of  tools.  The  course  in  mining 
and  metallurgy  includes  studies  in  those  subjects  necessary  to  all  tech- 
nical education,  and  in  mining,  metallurgy,  geology,  mineralogy,  dynam- 
ics, qualitative  and  quantitative  analysis,  blowpipe  analysis,  topo- 
graphical and  mine  surveying,  and  drawing.  The  full  course  occupies 
five  years,  though  the  student  may  take  the  degree  of  bachelor  of  met- 
allurgy at  the  end  of  four  years,  which  is  the  length  of  the  other 
courses.  The  course  in  chemistry  exhibits  no  peculiarities.  The  labora- 
tories in  which  the  practical  work  is  done  are  said  to  be  unsurpassed 


44  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

in  excellence  by  any  in  the  country.  Arrangements  are  made  whereby 
graduate  students  may  pursue  advanced  studies  and  after  examination 
receive  doctor's  degrees.  The  university  is  so  richly  endowed  that  no 
tuition  is  charged,  and  many  advantages  are  offered  which  would  be  be- 
yond the  means  of  poorer  institutions. 

Lewis  College,  Northfield,  Yt.,  is  the  institution  long  known  as  Nor- 
wich University.  It  has  but  a  small  faculty  and  is  not  largely  attended. 
The  instruction  is  scientific  and  military  in  character,  and  of  a  grade 
comparing  favorably  with  other  scientific  schools.  The  regulations  of 
the  college  conform  closely  to  those  required  by  military  usage. 

The  Virginia  Military  Institute,  Lexington,  Ya.,  was  organized  in 
1839  as  a  State  military  and  scientific  school  on  the  basis  of  the  United 
States  Military  Academy  at  West  Point.  In  it  is  a  special  school  of 
applied  science,  offering  seven  courses  of  study,  the  subjects  being  as 
follows :  Architecture,  civil  engineering,  machines,  mining,  metallurgy, 
analytical  and  applied  chemistry,  and  agriculture. 

The  University  of  Virginia  has  no  fixed  course  of  prescribed,  study. 
Each  student  selects  studies  from  its  various  schools.  One  of  these  is 
the  Miller  School  of  Agriculture,  Zoology,  and  Botany.  The  studies  in 
agriculture  are  either  practical  or  scientific.  The  practical  studies  com- 
prise the  nature  and  formation  of  soils  ;  their  exposure  and  drainage ; 
the  best  method  of  tillage ;  and  the  use  of  manures  and  fertilizers,  and 
experiments  to  show  their  effects.  Special  instruction  is  given  in  the 
mechanical  operations  of  the  farm  and  in  the  management  of  teams. 
The  scientific  course  comprises  a  review  of  what  is  known  of  the  chem- 
ical composition  of  plants  and  the  structure  and  functions  of  their 
organs,  and  of  the  atmosphere  and  soil,  as  related  to  vegetable  pro- 
duction. The  opportunities  for  studying  the  sciences  are  ample,  and 
the  chemical  facilities  are  especially  good.  Degrees  are  conferred  on 
students  according  to  the  kind  and  amount  of  their  study. 

After  this  summary  of  the  work  of  our  schools  of  science  and  in- 
dustry, it  is  of  interest  to  read  the  tribute  paid  to  their  efficiency  by 
one  of  the  directors  of  the  Ohio  Mechanics'  Institute,  in  an  address  to 
the  graduating  class  of  1880.  He  said  : 

In  the  mechanic  arts,  and  indeed  in  every  department  of  busy  practical  life,  the 
kind  of  training  furnished  by  our  industrial  schools  is  of  the  highest  importance, 
both  to  the  industrial  worker  and  the  country  at  large ;  not  only  to  the  individual, 
by  enabling  him  to  command  better  prices  for  his  work,  but  especially  to  the  nation 
whose  artisans  are  skilled  workmen  and  whose  productions  secure  prices  in  foreign 
markets  and  turn  the  balance  of  trade  in  its  favor.  The  necessity  for  this  special 
education  was  never  so  great  in  America  as  it  is  to-day.  But  a  few  years  ago  the 
United  States  contributed  millions  annually  to  the  coffers  of  France  and  England 
in  buying  back  as  manufactured  goods  the  very  cotton  our  fields  had  grown,  and,  in 

the  form  of  machinery  and  cutlery,  the  products  of  our  ore  banks. 

*  *  *  *  #  *  * 

But  now  the  trade  is  changing.  The  fostering  effect  of  our  free  institutions,  which 
place  the  humblest  workiugmau  on  an  equal  plane  with  the  millionaire,  the  wise  pro- 
tection thrown  by  the  national  government  around  our  struggling  industries,  and 
lastly,  perhaps  not  least  important,  the  elevating  influence  of  our  industrial  training 
schools,  these  have  worked  a  mighty  change,  which  is  heard  in  the  increasing  hum 
of  busy  spindles  and  clank  of  iron  arms  once  mors  saluting  the  rising  sun  over  all 
this  broad  land. 

The  superiority  of  American  design  and  workmanship  has  steadily  and  surely 
compelled  recognition  against  every  obstacle.  *  *  *  We  are  to-day  competing 
successfully  in  the  markets  of  the  world  with  older  and  wealthier  nations  because 
we  are  able  to  produce  articles,  implements,  and  machinery  either  better  in  quality, 
superior  in  artistic  and  mechanical  design,  or  better  adapted  to  the  purposes  of  their 
construction  than  the  products  of  our  competitors,  and  this  is  directly  attributable  to 
the  superior  intelligence  of  our  industrial  classes.  We  make  better  wares  because 
our  artisans  bring  a  higher  intelligence  to  bear  upon  their  work. 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  45 

Evidences  of  the  advantages  which  have  accrued  to  cities  on  account 
of  the  establishment  of  schools  for  technical  education  may  be  obtained 
from  the  history  of  places  within  our  own  country.  Better  illustrations 
are  to  be  found  in  foreign  nations.  For  example,  a  town  of  Saxony, 
Chemnitz,  is  teaching  by  indisputable  arguments  the  value  of  indus- 
trial training.  Once  forests  grew  up  around  it,  and  coal  beds  there 
kept  their  wealth  of  fuel.  Through  it  streams  abounding  in  water  privi- 
leges flowed  undisturbed  in  their  natural  channel.  Within  it  lived  peo- 
ple possessing  only  moderate  powers  of  mind  and  body.  Consequently 
forest  trees  fell  uselessly  into  decay,  coal  mines  were  scarcely  opened, 
and  the  rivers  spent  their  force  on  the  rocks  that  hindered  their  descent. 

The  scene  is  changed.  The  town  has  been  filled  with  schools  of  in- 
dustry. In  them  mechanics,  architecture,  weaving,  agriculture,  trade, 
and  miscellaneous  industries,  as  well  as  "  the  general  knowledge  re- 
quired in  daily  life."  are  being  taught.  The  State  Technical  Educational 
Institution  receives  into  its  new  home,  which  cost  some  $400,000  in 
1877,  more  than  600  students,  and  trains  them  in  the  highest  forms  of 
labor.  A  hosiery  school  near  by  contributes  to  the  success  of  that  in- 
dustry. The  weaving  school  sent  out  recently  40  students  as  its  semi- 
annual quota  of  trained  weavers  and  dealers  in  woven  fabrics.  Mercan- 
tile and  trade  schools  teach  the  duties  and  rights  of  merchants  and  the 
branches  of  knowledge  which  aid  in  the  prosecution  of  business. 

But  are  not  these  schools  expensive,  some  one  asks.  Certainly.  The 
town  is  taxed  for  their  support  and  for  its  own  growth  more  heavily 
than  any  city  but  one  in  Germany.  Yet  the  burden  is  cheerfully  borne, 
for  the  people  have  learned  that  the  industrial  training  of  their  children 
is  the  fountain  of  their  prosperity,  and  prefer  elementary  schools  to 
prisons,  trade  and  technical  schools  to  workhouses  and  emigration,  and 
school  rates  to  poor  rates.  This  willingness  of  the  people  to  provide 
instruction  and  this  eagerness  to  establish  technical  institutions  are  due 
to  the  development  of  industries,  which  have  extended  themselves  as 
they  were  able  to  obtain  trained  workmen.  Their  growth  is  the  growth 
of  the  city.  Year  by  year  they  attract  to  themselves  laboring  men,  and 
thus  add  to  the  population  citizens  contributing  to  permanent  wealth. 
The  number  of  inhabitants  has  more  than  doubled  in  a  score  of  years. 

The  manufacturing  cities  of  other  countries  are  finding  that  their 
specialties  are  being  produced  cheaply  and  artistically  in  Chemnitz, 
and  their  trade  thereby  seriously  impaled.  Already  Nottingham  has 
yielded  to  it  the  front  rank  in  the  production  and  sale  of  gloves.  America 
drew  from  its  mills  goods  to  the  value  of  $4,500,000  in  a  single  year  of 
the  last  decade.  Such  is  the  prosperity  of  this  city  of  schools.  And 
when  other  cities,  whether  in  Germany  or  England  or  America,  adopt 
similar  measures  for  training  their  citizens  and  extending  the  variety 
and  improving  the  quality  of  their  industrial  products,  then  will  they 
also  meet  with  similar  prosperity. 

PREPARATION  FOR  INDUSTRIES  A  FEATURE  OF  KINDERGARTEN  WORK. 

The  aim  of  Kindergarten  training  is  to  develop  the  child  according 
to  the  natural  law  of  its  being.  Baroness  von  Marenholtz-Bulow  says: 

This  is  the  kernel  of  Frobel's  method,  that  a  way  has  been  found  to  let  the  indi- 
vidual character  of  each  one  unfold  itself  in  full  freedom. 

Frobel  himself  remarks: 

We  must  launch  the  child  from  its  birth  into  the  free  and  all-sided  use  of  all  its 
powers.  That  is  just  the  aim  of  these  plays  and  occupations,  which  exercise  the  yet 
unseen  powers  of  the  nursling  on  every  side.  *  *  *  Steadily,  and  during  the 
whole  era  of  childhood,  body  and  mind  should  be  exercised  and  cultivated  together. 


46  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

The  statement  of  Bertha  Meyer  is  that — 

Special  talents  find  their  opportunities  better  in  the  Kindergarten  than  elsewhere ; 
for  here  the  means  of  their  development  are  presented  in  much  greater  abundance 
than  in  the  family  or  anywhere  else. 

It  is  very  often  the  case  that  this  natural  development  discloses 
marked  aptitudes  for  some  industrial  employment.  Frobel  says : 

The  faculty  of  drawing  is  as  natural  to  the  child  as  the  faculty  of  speech. 

This  belief  in  the  constructive  tendencies  of  the  child  is  revealed  in 
his  statement  that — 

Man,  the  image  of  God,  is,  as  such,  a  creative  being;  consequently  the  first  prin- 
ciple of  education  is  to  make  him  capable  of  creativeness,  able  to  create. 

Miss  Susan  E.  Blow  gives  especial  emphasis  to  this  outcome  of  Kin- 
dergarten methods  when  she  says  that — 

The  aim  of  the  Kindergarten  is  to  strengthen  and  develop  productive  activity. 
*  *  *  Hence  the  first  use  of  the  gifts  is  to  waken,  by  their  suggestiveness,  the 
mind's  sleeping  thoughts,  and  the  first  use  of  the  occupations  to  train  the  eye  and  the 
mind  to  be  the  ready  servants  of  the  will.  While  the  child  is  still  imitative  in  the 
occupations,  he  becomes  inventive  in  the  gifts;  but  as  he  grows  to  be  more  and  more 
a  law  unto  himself,  he  turns  from  the  coercion  of  his  blocks,  tablets,  and  sticks,  to 
obedient  paper  and  clay,  and,  ultimately  outgrowing  the  simpler  occupations,  con- 
centrates his  interest  in  the  exercises  of  drawing,  coloring,  and  modelling. 

Bespecting  the  need  of  such  training  as  the  Kindergarten  aims  to 
give,  Frobel  says: 

When  we  ask  for  artistic  industry,  that  our  dignity  may  not  be  lost  by  the  substi- 
tution of  machine  work,  we  find  stiff  and  awkward  fingers;  we  ask  for  a  sense  of 
beautiful  form,  harmony  of  colors,  &c.,  in  the  workman,  and  find  only  dull  eyes  and 
senses,  which  cannot  tell  the  crooked  from  the  straight  and  know  not  how  to  put 
light  and  shadow  in  the  right  places.  Indeed,  when  professional  and  art  schools  are 
opened  for  grown-up  youth  only,  they  cannot  repair  what  was  lost  in  childhood,  let 
ever  so  much  teaching  be  furnished.  Technical  skill  must  be  given  in  early  child- 
hood if  the  human  hand  is  not  to  be  outdone  by  the  machine,  and  the  sense  of  beauty 
must  be  awakened  in  the  soul  in  childhood  if  in  later  life  he  is  to  create  the  beauti- 
ful. 

W.  N.  Hailmann,  in  his  lecture  on  the  specific  use  of  the  Kinder- 
garten, speaks  of  its  power  to  develop  the  artistic  side  of  a  child's  nat- 
ure thus : 

^Esthetically,  the  Kindergarten  reveals  to  the  child  the  wonderful  beauties  of  color, 
form,  and  sound,  and  enables  him  to  control  them  within  the  ever-expanding  limits 
of  his  intellectual  power ;  thus  making  him  an  artist  as  well  as  a  discoverer  and  in- 
ventor, a  poet  as  well  as  a  worker  and  thinker. 

To  this  statement  of  what  the  Kindergarten  can  do  may  be  added  a 
statement  by  Miss  Blow  of  what  the  Kindergarten  has  done  : 

In  the  Des  Peres  Kindergarten  predestined  engineers  have  built  bridges  as  re- 
markable in  conception  as  clever  in  execution ;  little  mathematicians  have  discov- 
ered rather  than  learned  all  the  simple  relations  of  numbers;  children  with  more 
than  ordinary  spiritual  insight  have  intuitively  seized  the  moral  analogies  of  physi- 
cal facts;  tiny  fingers  have  guided  the  pencil  to  trace  beautiful  decorative  de- 
signs, and  soft  clay  has  been  fashioned  into  flowers,  fruits,  and  animals  by  the  dex- 
trous hands  of  embryo  sculptors. 

The  preparation  for  industrial  work  afforded  by  the  Kindergarten  is 
ably  discussed  by  Baroness  von  Marenholtz-Biilow,  from  whom  the  fol- 
lowing is  taken : 

As  the  whole  method  of  Frobel  rests  upon  spontaneous  activity  and  has  for  its 
aim  to  teach  the  formation  and  production  of  things,  its  first  condition  is  to  form 
the  hand.  The  hands  of  the  child  make  their  earliest  apprenticeship  to  the 

art  of  giving  form  by  digging  into  the  earth  and  sand.  To  dig  holes,  to  buiLi  houses 
and  bridges,  to  give  shape  to  the  little  dirt-pie  by  the  help  of  mamma's  thimble,  to 
build  castles  with  cards,  and  the  Swiss  cottage  with  pieces  of  wood ;  later,  to  make 
buildings  out  of  pasteboard  or  to  draw  them  on  card-board — all  this  flows  from  that 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  47 

instinct  of  transformation  which  is,  properly  speaking,  the  instinct  of  work.  *  * 
This  instinct  is  cherished  and  satisfied  in  the  child-garden,  where  children  build, 
make,  and  unmake  in  a  thousand  ways,  and  by  means  of  every  kind  of  material, 
always  in  the  order  indicated  in  the  history  of  human  development.  Not  only  houses 
and  tools  are  made,  but  also  the  hands  are  taught  to  weave  and  stitch.  In  Aveaving 
they  make  tissues  similar  to  those  fabricated  by  the  inhabitants  of  New  Zealand 
out  of  reeds  and  bark.  Gradually  the  woven  stuifs  of  our  own  times  are  reached.  In 
learning  to  fold  paper,  in  printing,  pricking,  cutting,  not  only  skill  necessary  for 
making  clothes  is  acquired,  but  that  general  dexterity  which  all  manual  labor  de- 
mands. The  hand  is  made  ready  for  all  those  technical  processes  necessary  to  work- 
men in  all  professions  a«  well  as  to  those  of  which  every  one  has  need  in  practical 
life.  At  Ihe  same  time  the  child  is  initiated  early  in  industrial  labor. 

The  facility  with  which  children  can  acquire  a  familiarity  with  many 
industrial  arts  is  well  presented  in  a  circular  just  issued  by  this  office 
entitled  <•  Industrial  Art  in  Schools,"  by  Charles  G.  Leland,  of  Phila- 
delphia. 

INDUSTRIAL  WORK  IN  EVENING  SCHOOLS. 

Evening  schools  are  emphatically  for  the  working  people.  The 
wealthy  have  either  received  an  education  in  their  early  years  or  have 
gained  the  training  they  desire  by  actual  contact  with  men  and  things 
while  accumulating  and  caring  for  their  property.  Their  children  are 
not  driven  to  the  necessity  of  devoting  their  evening  hours  to  prepara- 
tion for  coming  life.  It  is  only  the  hope  of  a  future  prosperity,  to  be 
gained  in  no  other  way,  that  induces  any  one  to  call  the  currents  of  life 
away  from  the  refreshment  of  the  weary  body  to  the  solution  of  prob- 
lems which  contribute  only  indirectly  and  after  long  waiting  to  comfort 
and  happiness.  The  studies  of  these  schools  are  not  usually  directed 
to  the  immediate  preparation  of  a  workman  for  his  trade.  In  this  sense 
they  have  not  often  been  industrial.  In  a  wider  sense  they  have  been; 
for  the  faithful  pursuit  of  even  the  simplest  studies  awakens  that  within 
a  man  which  augments  his  value  and  capacity  as  a  worker.  Many 
years  ago  a  clergyman,  reporting  on  evening  schools  in  a  rnanuftietur- 
ing  city  of  New  England,  said  : 

The  effect  of  only  a  little  education  has  been  an  increase  of  self-respect,  a  quicken- 
ing of  the  powers  of  action,  a  management  of  the  physical  powers  to  more  advantage, 
an  easier  triumph  over  difficulties,  an  increase  of  skill  and  production.  From  the 
mills  and  work-shops  of  the  city  frequent  testimony  to  this  point  has  been  proffered  us. 

A  mechanic  in  New  York  City,  who  had  accomplished  so  much  in  his 
trade  as  to  have  received  a  medal  at  the  Paris  Exposition  of  1878,  in 
a  recent  letter  to  this  office  refers  to  the  starting  point  in  his  career  as 
a  thinking  and  educated  workman  as  follows : 

After  serving  my  apprenticeship  and  working  three  years  as  a  journeyman  smith, 
I  began  to  feel  how  ignorant  I  was,  and  how  much  I  stood  in  need  of  culture  and  other 
matters  which  could  only  be  gained  through  an  education.  And  to  lift  myself  out  of 
this  mediocre  mine  in  which  I  had  so  long  remained  I  attended  night  school  twenty- 
eight  nights  at  one  of  the  pubVic  schools  of  this  city,  at  which  I  mastered  reading, 
writing,  arithmetic,  and  book-keeping,  single  and  double  entry.  Since  that  time  I 
have  been  an  ardent  student. 

Such  results  as  these  have  come  from  the  quiet  elevating  and  digni- 
fying of  men  and  women  through  the  pursuit  of  elementary  and  general 
studies.  By  the  introduction  of  drawing  and  other  subjects  pertain- 
ing directly  to  an  industrial  education  even  more  has  been  accom- 
plished for  artisans.  They  now  take  studies  which  prepare  them  for  the 
better  execution  of  their  work.  The  report  of  the  evening  high  school  of 
New  York  City,  1877,  says: 

In  most  cases  they  (the  pupils)  attend  in  order  to  acquire  that  knowledge  which 
they  deem  desirable  and  even  necessary  to  enable  them  to  pursue  their  various  avo- 
cations with  skill  and  intelligence. 


48  INDUSTRIAL    EDUCATION   IN   THE    UNITED    STATES. 

The  report  for  1881,  expressing  the  same  truth,  says : 

Almost  every  industry  of  our  city  is  here  represented  by  those  who  are  seeking  that 
particular  instruction  the  attainment  of  which  will  qualify  them  to  perform  more 
skillfully  and  in  a  more  satisfactory  manner  the  duties  of  their  several  vocations. 

The  large  number  of  evening  pupils  who  choose  drawing,  when  such  a 
choice  is  allowed,  indicates  that  the  working  classes  are  coming  to  un- 
derstand its  importance  and  to  agree  with  those  who  give  it  a  promi- 
nent place  in  education,  and  who  estimate  its  value,  as  did  General  J. 
C.  Palfrey  when  he  wrote  the  following  sentences : 

A  knowledge  of  mechanical  drawing  is  invaluable  to  all  constructors,  whether  em- 
ployers or  employed,  and  of  constant  use  in  ordinary  affairs.  In  all  matters  of  con- 
struction, in  the  widest  sense  of  the  word,  it  takes  the  place  of  a  knowledge  of  read- 
ing and  writing  in  the  other  concerns  of  life,  and  is  indispensable  for  giving  and  re- 
ceiving intelligible  ideas.  A  mechanic  who  is  without  it  will  almost  always  be  sub- 
servient and  inferior  to  one  who  has  it,  but  is  his  inferior  in  all  other  respects.  A 
man  rarely  becomes  a  competent  master  mechanic  without  some  knowledge  of  it.  It 
affords  means  of  representing  any  combinations  of  forms  with  such  accuracy  and  min- 
uteness as  to  convey  as  clear  an  idea  of  the  thing  represented  as  the  thing  itself  could 
if  present  to  the  senses,  and  thereby  saves  the  delay  and  expense  of  experimental  or 
tentative  constructions,  and  the  inconvenience  or  impossibility  of  using  the  thing 
itself  for  explanation  or  examination.  It  is  the  only  way  of  directing  one's  own  or 
others'  labor  in  construction  exactly  to  any  desired  result. 

It  is  the  place  of  evening  schools  to  continue  the  work  of  the  day 
schools,  not  only  in  drawing  and  other  industrial  directions,  but  also  in 
imparting  the  fundamental  studies  of  a  general  education.  Many  work- 
ing people  are  unwilling  to  keep  their  children  in  school  even  during 
the  time  when  attendance  is  compulsory.  The  small  earnings  which 
might  be  gained  before  a  child  is  fourteen  years  of  age,  which  is  com- 
monly the  time  when  compulsory  school  laws  allow  children  to  leave 
school,  seem  too  valuable  to  be  lost  or  sacrificed  to  the  requirements 
of  the  school-room.  In  Connecticut,  in  1873,  about  2,250  children  under 
fourteen  years  of  age  were  reported  as  kept  from  school  to  work.  In 
New  Jersey  in  1880,  while  only  4  per  cent,  of  the  children  between  10 
and  11  enrolled  in  the  census  were  out  of  school,  the  per  cent,  in- 
creased to  20  for  those  between  12  and  13,  and  to  67  for  those  between  14 
and  15.  So  fixed  are  poor  parents  in  the  idea  that  their  children  must 
commence  work  at  the  earliest  possible  moment  and  so  often  does  ne- 
cessity compel  this  that  it  is  doubtless  true,  as  Mr.  Huxley  asserted  of 
England : 

That  no  scheme  of  technical  education  is  likely  to  be  seriously  entertained  which 
•will  delay  the  entrance  of  boys  into  working  life  or  prevent  them  from  contributing 
to  their  own  support  as  early  as  they  do  at  present. 

However  this  maybe,  it  is  certain  that  the  sons  and  often  the  daughters 
of  the  people  who  labor  in  our  factories  generally  commence  work  soon 
after  they  arrive  at  the  age  when  they  are  not  compelled  to  attend  school. 
Often  their  hours  of  labor  are  so  many  that  little  time  is  left  for  even- 
ing study.  Doubtless  many  have  not  strength  to  labor  and  study  at 
the  same  time.  Yet  it  may  be  assumed  that  the  cases  of  injury  from 
overstudy  at  night  are  fewer  than  the  instances  of  moral  and  physical 
injury  received  in  evening  hours  upon  the  street  or  in  the  haunts  of 
vice.  When  at  length  a  pupil  is  found  who  possesses  strength  and 
ability  to  combine  faithful  and  efficient  work  during  the  day  with  in- 
telligent study  at  night,  he  is  worthy  of  higher  education.  He  has 
passed  a  test  that  would  have  shown  any  serious  obstacles  to  progress 
in  his  trade,  and  enables  his  superiors  to  forecast  the  probabilities  of  his 
final  success.  He  has  acquired  a  practical  knowledge  of  the  matters 
which  his  technical  studies  would  explain  and  illustrate,  and  thereby 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  49 

can  pursue  them  to  the  best  advantage.  The  gain  obtained  in  this  way 
is  of  great  value.  The  keeper  of  the  mining-records  at  the  Boyal  School 
of  Mines  of  England  once  said : 

If  I  could  do  it,  no  man  should  attend  the  school  in  Jermyn  street  (the  school  of 
mines)  until  he  had  worked  three  years  under  ground,  so  satisfied  am  I  of  the  necessity 
of  combining  practical  knowledge  with  scientific  acquirement. 

The  technical  school  in  Chemnitz,  Saxony,  which  has  hundreds  of  pu- 
pils studying  the  arts  of  milling,  dyeing,  tanning,  and  manufacturing, 
requires  that  each  student  shall  have  worked  two  years  at  his  occupation 
before  admission  to  the  school,  and  attended  an  evening  school  during 
his  years  of  actual  work.  An  eminent  writer,  himself  an  advocate  of 
ideas  similar  to  those  mentioned,  commends  such  a  course  of  education 
as  should  give  a  youth,  first,  instruction  tending  to  strengthen  his  body, 
elevate  his  morals,  and  cultivate  his  intelligence;  second,  a  period  of 
actual  service  in  a  shop ;  and  lastly,  if  deserved,  a  superior  special  train- 
ing. In  such  a  scheme  for  technical  training,  evening  study  must  hold 
an  invaluable  place  as  the  means  by  which  the  mind  is  kept  fresh  and 
mobile  during  the  time  employed  in  manual  labor. 

If  such  a  method  of  growing  toward  and  into  leading  places  in  in- 
dustrial pursuits  is  best  for  the  poor,  it  is  also  for  the  rich.  And  would 
it  not  be  well  for  our  industries,  would  it  not  contribute  to  the  solution 
of  social  problems,  might  it  not  also  benefit  our  young  men  themselves, 
if  people  of  wealth  could  be  led  to  believe  that  it  is  good  for  their  chil- 
dren to  bear  the  yoke  in  their  youth,  to  be  inured  to  such  labors  as 
workmen  in  our  factories  perform,  to  show  by  open  competition  their 
capacity  and  efficiency,  and  then  to  be  educated  for  that  branch  of  in- 
dustry for  which  they  have  shown  special  aptitude  ? 

As  has  been  intimated,  the  actual  instruction  afforded  by  evening 
schools  is  chiefly  in  the  most  elementary  branches;  some  introduce 
higher  studies,  and  a  few  may  be  said  to  give  industrial  instruction, 
usually  in  the  form  of  lessons  in  drawing.  A  brief  statement  of  the 
attendance  and  studies  in  some  of  them  indicates  the  bearing  of  these 
schools  on  industrial  education.  The  evening  high  school  in  New  York 
City  during  the  winter  of  1879-'80  had  an  average  attendance  of  1,054 
pupils,  of  ages  varying  from  fourteen  to  forty-seven.  Among  the  studies 
pursued  were  freehand,  architectural,  and  mechanical  drawing,  chem- 
istry, and  phonography.  It  is  authoritatively  stated  that  a  large  and 
deserving  class  of  men  are  receiving  the  benefits  of  this  school. 

In  two  of  the  evening  schools  of  Saint  Louis,  at  which  there  was  an 
average  attendance  in  1879-'SO  of  nearly  200,  "the  branches  taught  are 
such  as  form  an  elementary  course  in  polytechnic  studies." 

Although  the  practical  benefits  derived  from  evening  schools  in  gen- 
eral are  questioned  by  school  authorities  in  many  ot  the  cities  in  which 
they  have  been  maintained,  the  value  of  evening  drawing  schools  is 
almost  invariably  admitted  and  urged. 

In  Cambridge,  Mass.,  while  the  results  of  the  ordinary  evening 
schools  in  1878-70  scarcely  warranted  their  continuance,  the  drawing 
schools  furnished  a  most  favorable  report.  One  of  the  two  schools  gave 
instruction  in  mechanical  and  the  other  in  freehand  drawing.  The 
former  was  largely  composed  of  those  already  engaged  or  about  to  en- 
gage in  mechanical  pursuits,  and  represented  fourteen  callings.  Car- 
penters, cabinet-makers,  and  machinists  predominated.  The  subjects  of 
instruction  were  geometrical  drawing,  orthographic  projection,  and 
building  construction.  The  principal  subject  studied  by  the  class  in 
freehand  drawing  was  industrial  design. 
S.  Ex.  21 


50  INDUSTRIAL   EDUCATION   IN   THE    UNITKD    STATES. 

In  1S7!)-'SO  (here  were  six  evening  drawi ng  schools  in  Boston,  having 
seventeen  instructors  ;uid  :in  a  venire  attendance  of  LM.M>,  of  whom  I'.1*."* 
were  ?nales  and  <>4  females.  The  usual  number  of  sessions  was  80  or 
81.  A  plan  of  a  two  years'  course  in  industrial  drawing  was  arranged 
and  wloptcd.  The  first  year's  instruction  is  general  and  elementary  and 
for  all  students. 

In  the  second  year  there  is  a  choice  of  four  courses,  viz  (I)  freehand 
design:  (:*.)  machine  drawing:  (.">)  building  construction;  (1)  ship  draw- 
ing. Applicants  being  over  1,~>  years  of  age  are  admitted  to  the  first 
year's  course  without  examination.  For  entrance  upon  the  freehand 
course  of  the  second  year  students  are  examined  in  drawing  from  the 
object  ;  for  entrance  upon  the  instrumental  courses,  in  plain  geometry. 
(Masses  are  open  three  evenings  each  week  from  7£  to  9A,  and  students 
are  required  to  sign  an  agreement  to  attend  the  whole  session,  punct- 
ually and  regularly,  unless  prevented  by  sickness  or  removal. 

Says  a  Uoston  newspaper: 

One-  of  tin-  most  gratifying  features  of  this  branch  of  our  public  education  is  that 
HO  many  of  (ho  pupils  are  able  to  apply  what  they  havo  been  taught,  both  asa  direct 
means  and  as  an  important  aid  in  (lie  acquisition  of  a  livelihood.  The  manner  in 
which  one  or  moiv  individuals  have  received  a  practical  benefit  from  their  public  in- 
struction in  drawing  has  been  brought  to  the  attention,  some  time  or  other,  of  a  ma- 
jot  it  y  of  persons  in  the  community.  These  cases  are  but  types  of  a  large  body  of 
workers  in  the  same  direction — a  body  whose  numbers  are  rapidly  increasing,  and  who 
have  alivadv  «%\«>rtetl  a  positive  moral  and  commercial  iulluence  among  us.  It  is  now 
not  nnusnal  tor  an  employer  to  require  of  certain  of  his  employe's,  as  a  prerequisite  to 
an  engagement,  more  or  less  familiarity  withdrawing,  such  as  can  be  acquired  in  the 
evening  schools.  This,  in  some  instances,  is  the  case  in  the  so-called  purely  mechan- 
ical oeeupatious.  More  than  this,  it  is  frequently  part  of  an  apprentice's  contract,  in 
such  trades  a*  wood-carving,  fresco  painting,  and  the  like,  for  him  to  attend  some 
dra  \ving  school  in  the  evening. 

The  superintendent  of  schools  of  Springfield,  Mass.,  speaks  of  the 
success  of  the  evening  drawing  school  of  that  city  during  1881  as  fol- 
lows : 

This  school  has  had  an  enrollment,  this  term  of  185,  the  largest  number  ever  in  at- 
tendance in  one  year.  The  steady  patronage  given  to  the  school,  year  after  year,  is 
gratifying  evidence  of  the  practical  work  done  there  and  of  the  estimation  in  which 
such  a  school  is  held  by  those  who  are  willing,  after  laboring  during  the  day,  to  de- 
vote their  evenings  to  improvement  in  a  branch  which  is  so  highly  beneficial  in  in- 
creasing (heir  preparation  for  bettor  work  in  their  several  callings. 

The  superintendent  of  public  schools  of  Worcester,  Mass.,  made  the 
following  response  to  an  inquiry  about  the  evening  drawing  schools  of 
that  city: 

The  course  of  study  in  the.  evening  drawing  schools  consists  of  beginners'  and  ad- 
vanced classes  in  both  free-hand  ami  instrumental  drawing.  The  students  are  young 
men  and  \\omen  for  t he  most  part  engaged  in  mechanical  or  artistic  callings  or  in 
teaching.  Iti  the  advanced  classes  they  are  employed  in  construction,  in  the  mechan- 
ical dra'winjj  and  in  drawing  from  the  life  in  free-hand*  All  the  students  in  these 
i-lasses  are  earnest,  ami  industrious.  There  is  no  time  wastetl,  no  nonsense,  and  no 
unnecessary  absence. 

The  following  classes,  open  to  both  sexes,  are  proposed  for  the  winter 
of  1882-'83.  Each  class  will  be  formed  iu  case  twenty  applicants  ap- 
pear: 

Advanced  free-hand  drawing  (class  No.  1)  for  those  who  have  had  previous  instruc- 
tion. This  class  will  draw  from  models  and  imported  casts.  The  facilities  for  the 
st'idy  of  nguro  and  form  from  the  valuable  collection  of  casts  are  excellent. 

\  course  in  free-hand  drawing  for  beginners^elass  No.  ','V  Instruction  will  be  given 
from  the  blackboard  in  outline,  principles  of  design,  perspective,  and  elementary 
model-drawing,  and  in  copying  from  imported  examples  of  ornament  and  figure. 

A  course  of  instrumental  drawing  for  beginners  (class No.  3).     The  instruction  will 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  51 

include  the  elements  of  plane  geometry,  the  principles  of  plane  projection,  intersection 
of  surfaces,  &c. 

Advanced  course  of  instrumental  drawing  for  machinists  and  iron- workers  (class 
No.  4).  This  class  will  make  working  drawings  of  machinery.  The  work  will  bo  so 
arranged  as  to  include  all  the  processes  and  principles  involved  in  making  plans,  ek'- 
vations,  and  sections  of  combinations,  and  details,  including  coloring  and  lettering. 

Advanced  course  in  instrumental  drawing  for  carpenters  and  wood- workers  (class 
No.  !">).  This  class  will  make  details,  working  drawings,  scale  drawings,  and  eleva- 
tions of  a,  modern  dwelling-house,  store-front,  or  sometliingsimilar.  Attention  will  be 
given  to  coloring,  lettering,  and  finishing  the  drawings.  Instruction  will  ho  given 
from  the  blackboard  and  from  practical  working  drawings  used  in  the  construction  of 
buildings  already  put  up  or  in  process  of  construction. 

The  Technical  School  for  Carriage  Mechanics  holds  its  sessions  in  con* 
nec.tion  with  those  of  the  art  schools  of  the  Metropolitan  Museum,  at 
214  East  Thirty  -fourth  street,  New  York  City.  It  has  been  in  operation 
over  t  wo  years  and  has  met  with  a  good  degree  of  success.  The  attend- 
ance has  increased,  and  even  distant  portions  of  the  country  are  now 
represented  in  the  attendance.  Drawing  is  the  principal  study.  Lect- 
ures on  subjects  connected  with  carriage  building  are  given,  and  a 
library  is  being  collected.  The  annual  report  of  the  committee  of  the 
carriage  builders'  association  on  technical  education,  given  in  Appendix 
C,  presents  additional  information  respecting  this  school. 

In  connection  with  this  effort  the  work  of  Mr.  J.  L.  H.  Mosier  with  the 
boys  in  the  carriage  factory  of  Brewster  &  Co.,  in  New  York,  may  be 
noted.  He  had  acquired  a  good  education  in  practical  directions  by 
improving  his  leisure  time  and  was  anxious  to  help  others  to  advance 
by  the  same  road  over  which  he  had  come.  Consequently  he  has  been 
accustomed  to  encourage  the  workmen  intrusted  to  him  to  read  and 
study  by  gaining  them  admission  to  libraries,  loaning  books,  and 
urging  them  to  attend  evening  schools.  Later  he  has  gathered  the  boys 
in  his  office  during  the  noon  hour,  given  them  reading  matter  relating 
to  their  trade,  instructed  them  in  elementary  book-keeping,  and  in  par- 
liamentary rules  and  practice,  and  given  copies  for  writ  ing  and  drawing 
to  be  done  at  home.  In  this  way  the  education  which  most  of  the  boys 
received  in  their  younger  days  in  the  public  schools  is  put  into  use  and 
increased,  and  their  spare  hours  are  made  to  contribute,  not  to  their 
injury,  but  to  their  moral  and  intellectual  progress  and  to  their  capacity 
as  workmen.  A  short  account  of  this  peculiarly  commendable  effort 
from  Mr.  Mosier  himself  is  given  in  Appendix  C. 

Other  educational  efforts  in  behalf  of  carriage  builders  have  been 
made  by  Mr.  J.  Polya,  in  New  York  City  (1295  Broadway),  and  Mr. 
George  A.  Hubbard,  in  New  Haven.  The  latter  gentleman  has  pre- 
sented such  a  full  account  of  his  work  that  it  has  seemed  best  to  pre- 
sent it  nearly  in  full  in  Appendix  C.  It  is  a  most  noticeable  state- 
ment, and  should  be  read  by  all  interested  in  industrial  education. 
Mr.  Polya's  school  is  entitled  "A  Drawing  School  for  Body-makers."  It 
is  open  three  evenings  a  week  from  7.30  to  9.30,  for  five  mouths.  Its 
object  is  to  teach  the  application  of  geometrical  principles  to  the  con- 
struction of  carriages,  with  a  special  view  to  economy  of  labor  and 
material.  Problems  are  drawn  on  a  blackboard,  explained  to  the  class, 
and  copied  by  them.  Each  scholar  is  also  given  exercises  on  the  black- 
board. The  school  is  conducted  after  a  French  model,  the  history  of 
which  Mr.  Polya  gives  substantially  as  follows :  The  first  school  of  this 
kind  was  established  in  Paris,  France,  in  1839,  by  Mr.  Fablot,  a  body- 
maker.  It  was  abandoned  several  times  in  subsequent  years  because  it 
was  not  a  financial  success.  In  1872  it  was  reopened  by  the  Paris  Car- 
riage-makers' Mutual  Benefit  Society,  and  received  the  promise  of  a 
yearly  bounty  of  2,000  francs  from  the  local  government.  The  monthly 


52  INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 

dues  were  placed  at  three  francs.  Five  lessons  a  week  at  seven  o'clock 
in  the  evening  were  given.  In  the  succeeding  years  the  attendance 
grew  to  be  so  large  that  many  of  the  applicants  could  not  be  received. 
Consequently  another  similar  school  was  established  in  1878  by  the 
Carriage-Builders'  Association.  Both  schools  are  said  to  be  successful. 

Among  the  evening  schools  imparting  industrial  training  may  be 
mentioned  the  night  school  of  art,  Cooper  Union,  New  York  City,  the 
Trenton  (N.  J.)  Art  School,  and  the  schools  of  art  and  design  of  the 
Maryland  Institute,  Baltimore,  Md.  The  first  of  these  has  been  men- 
tioned ;  the  second,  the  Trenton  Art  School,  was  begun  in  October, 
1879,  by  the  master  potters  of  that  city  for  the  purpose  of  giving  ap- 
prentices opportunities  of  educating  the  eye  to  appreciate  form  and 
color  and  the  hand  to  imitate.  The  school  is  open  two  evenings  each 
week  from  7.15  to  9  p.  in.,  and  has  an  enrollment  of  from  30  to  35.  On 
account  of  the  deficiencies  of  the  pupils  in  acquirements  in  drawing, 
the  instruction  begins  with  elementary  drawing,  and  is  adapted  to  the 
increasing  skill  of  the  student.  Classes  in  painting  and  modelling  will 
be  established  as  required.  The  progress  thus  far  has  been  satisfac- 
tory, although  the  lack  of  copies  is  a  considerable  hindrance. 

The  schools  of  art  and  of  design  of  the  Maryland  Institute  have  for 
the  last  thirty  years  been  attended  by  an  average  of  417  students  each 
year.  Its  managers,  who  are  mainly  engaged  in  the  industries,  and 
therefore  interested  in  their  development,  have  devoted  time  and  energy 
to  perfecting  and  enlarging  the  sphere  of  its  educational  operations. 

The  night  school  of  design  is  especially  intended  for  the  adult  indus- 
trial class.  It  is  open  three  evenings  each  week  from  the  middle  of 
November  to  the  middle  of  April,  and  provides  a  full  course  of  element- 
ary, artistic,  industrial,  mechanical,  and  architectural  drawing.  Pre- 
miums amounting  to  $500  annually  are  given  to  the  seven  students  of 
highest  rank. 

Some  of  the  leading  art  schools  maintain  evening  classes  in  addition 
to  their  usual  work  ;  for  example,  the  school  of  design  of  the  Cincinnati 
University  has  classes  from  7  to  9  p.  m'.,  as  follows  :  wood-carving  on 
Tuesday,  Thursday,  and  Saturday  ;  sculpture  on  Monday,  Wednesday, 
and  Saturday  ;  pen-drawing  on  Thursday  ;  drawing  on  Tuesday,  Thurs- 
day, and  Friday ;  decorative  design  on  Monday  and  Wednesday.  The 
Metropolitan  Museum  of  Art  in  New  York  City  maintains  evening 
classes  in  (1)  modelling  and  carving,  (2)  drawing  and  designing  (instru- 
mental and  perspective,  and  technical),  and  (3)  carriage  drawing  and 
construction.  A  nominal  tuition  fee  is  charged  (from  $8  to  $15  a  sea- 
son). This  pays  for  materials  and  models,  and  "  has  so  far  secured  a 
superior  class  of  intelligent  workmen  and  students,  thoroughly  in  ear- 
nest in  practical  or  artistic  improvement." 

MISCELLANEOUS   PROVISION   FOR  TECHNICAL  TRAINING. 

There  are  several  schools  of  an  industrial  nature  which  are  not  in- 
cluded in  the  classes  of  which  mention  has  been  made.  Their  organi- 
zation and  methods  of  instruction  are  unlike  those  of  other  institutions 
and  are,  therefore,  rich  in  suggestion  to  those  seeking  new  channels 
through  which  industrial  training  may  be  carried  to  the  people. 

The  industrial  education  of  Indian  youth  is  being  successfully  under- 
taken. An  account  of  the  schools  at  Carlisle,  Pa.,  and  Forest  Grove, 
Oreg.,  will  be  found  in  Appendix  G;  and  the  work  done  in  this  direc- 
tion at  Hampton  Institute,  Va.,  is  mentioned  in  Appendix  A. 

An  attempt  to  connect  shop  work  with  the  studies  of  the  public  schools 
was  made  at  Gloucester,  Mass.,  a  few  years  since.  A  lady  placed  sev- 
eral hundred  dollars  at  the  disposal  of  the  school  committee  to  be  ex- 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  53 

pended  for  the  industrial  education  of  boys.  A  shop  was  fitted  up  with 
benches  to  accommodate  twelve  workmen ;  and,  in  addition  to  the  fixt- 
ures belonging  with  the  bench,  the  following  set  of  tools  was  furnished  : 
a  rule,  try-square,  hammer,  jack-plane,  jointer,  smoothing-plane,  bit- 
stock,  bit,  mortise-gauge,  mallet,  a  one-half-inch  mortising-chisel,  a 
one-and-one-quarter-inch  paring-chisel,  chalk-reel,  rip-saw,  panel-saw, 
screw-driver,  brad-awl,  oil-can,  oil-stone,  bench -hook.  The  shop  course 
was  divided  into  forty  lessons.  The  names  and  uses  of  the  tools  are 
first  learned.  Afterward  the  pupils  are  instructed  in  their  use,  and 
eventually  taught  box-making.  The  lessons  were  at  first  given  on  Sat- 
urdays ;  as  the  novelty  wore  off',  the  pupils  wearied  of  giving  their  holi- 
day time  to  shop  work,  and  a  change  of  plan  was  necessitated.  The 
industrial  department  as  it  existed  after  the  changes  were  made  is  de- 
scribed by  Mr.  L.  H.  Marvel,  then  city  superintendent,  as  follows : 

In  October,  1880,  arrangements  were  made  to  accommodate  pupils  in  the  carpentry- 
class  one-half  of  each  afternoon  session  on  Monday,  Tuesday,  Thursday,  and  Friday 
of  every  week  (two  classes  each  session).  By  this  change  regularity  and  punctuality 
in  attendance  have  been  secured;  and  from  a  membership  of  thirty  pupils,  in  three 
classes,  there  was  an  immediate  advance  to  a  membership  of  ninety-six  in  eight 
classes,  each  receiving  one  hour  per  week.  A  few  girls  (six)  were  permitted  to  join 
one  of  the  classes  in  1878.  There  are  now  two  full  classes  of  girls,  and  there  is  one 
class  composed  partly  of  each  sex.  The  work  of  the  girls  is  equally  as  good  as  that 
of  the  boys,  and  they  seem  to  enjoy  it  heartily.  The  attendance  is  entirely  optional, 
nearly  one-half  the  pupils  in  the  first  and  second  classes  of  the  two  larger  grammar 
schools  desiring  to  attend.  There  is  no  compulsion  whatever,  except  that,  while  mem- 
bers of  the  industrial  class,  the  pupils  are  required  to  be  as  attentive,  industrious, 
and  orderly  as  during  any  portion  of  their  school  work.  There  has  been  a  training 
in  the  nature  of  the  implements  used,  in  the  best  methods  of  employing  those  imple- 
ments, constant  attention  to  those  habits  of  method  and  system  which  are  necessary 
to  secure  good  work  anywhere,  and  continued  practice  of  the  hand  and  eye  in  unison, 
requiring  close  application  as  well  as  clear  perception  and  accurate  manipulation. 
The  result  is  tangible,  and  the  proficiency  is  measured  by  no  arbitrary  standard  of 
percentages,  but  is  clearly  defined,  and  may  be  estimated  with  much  more  precision 
than  in  any  other  line  of  school  work.  I  do  not  know  of  any  manner  in  which  fifty 
to  eighty  hours  can  be  employed  in  any  form  of  education  where  the  practical  re- 
sults can  be  more  satisfactorily  determined.  If  the  pupil  never  sees  saw,  hammer, 
or  plane  again,  the  training  he  has  received  will  be  of  value,  whatever  his  vocation. 

The  Miller  Manual  Labor  School,  Batesville,  Albemarle  County,  Ya., 
is  an  institution  recently  organized  for  the  purpose  of  affording  poor 
children  an  opportunity  to  obtain  a  practical  education.  It  was  founded 
by  the  late  Samuel  Miller,  who  bequeathed  the  greater  part  of  a 
princely  fortune  to  trustees  for  its  creation  and  endowment.  The  will 
was  contested,  audit  was  several  years  before  the  executor  was  enabled 
to  transfer  to  the  trustees  the  property  designed  for  the  school.  An  act 
of  compromise  was  passed  by  the  legislature  in  1874,  and  in  accord- 
ance with  its  provisions  stock,  bonds,  and  property,  amounting  to  over 
$1,000,000,  were  put  in  the  hands  of  the  proper  officers.  The  work  of 
preparation  was  commenced  in  1876.  A  building,  costing  $100,000,  was 
erected  the  subsequent  year,  which  realized  the  intention  of  the  donor 
to  have  accommodations  at  once  provided  for  one  hundred  pupils  and 
their  teachers.  The  first  pupils  were  received  in  the  fall  of  1878  ;  now 
there  are  over  one  hundred  in  attendance.  The  number  of  pupils  is 
not  limited,  except  by  the  sufficiency  of  the  income  to  pay  their  ex- 
penses, not  only  for  tuition,  but  also  for  boart1,  clothes,  medical  attend- 
ance, and  "everything  incident  to  and  connected  with  the  school." 
The  instruction  is  to  be  in  u  all  the  branches  of  a  good,  plain,  sound 
English  education,  the  various  languages  (both  ancient  and  modern), 
agriculture,  and  the  useful  arts."  A  superintendent  and  four  teachers 
are  engaged  in  the  work  of  supervision  and  instruction. 

Manual  labor  is  required  of  all  the  pupils  in  several  departments  of 
industry.  Carpentry,  printing,  telegraphy,  farming,  and  gardening  are 


54  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

already  introduced.  An  extensive  machine-strop  is  being  built.  In  it 
practical  training  will  be  hud  in  wood  and  iron  working.  The  farm 
connected  with  the  school  consists  of  GOO  acres  of  land.  It  has  good 
buildings,  and  is  being  stocked  with  the  best  animals  procurable.  An 
orchard,  a  vineyard,  and  a  garden  are  furnishing  opportunities  for  work 
and  instruction. 

Efforts  have  been  made  to  introduce  elementary  manual  training  into 
the  public  schools  of  Boston.  In  1879  the  subject  was  brought  before 
the  city  council  by  a  petition  from  intelligent  and  influential  citizens. 
The  matter  was  referred  to  the  school  committee.  They  appointed  a 
select  committee  to  consider  the  question  and  report  upon  it.  This 
committee  thought  that  a  free  industrial  institute  should  be  established 
consisting  of  a  developing  school  and  school  shops,  to  be  supported  by 
the  city,  at  least  in  part,  and  permanently  ingrafted  on  our  school  sys- 
tem. The  proposition  was  not  sustained  by  the  city  council,  but  the 
friends  of  the  project  considered  it  postponed  rather  than  defeated. 
The  prevailing  opinion  of  the  school  committee  is  expressed  in  their 
report  for  1881,  as  follows : 

The  school  committee  has  again  repeated  its  formal  vote  of  desire  to  test  the  feasi- 
bility of  imparting  to  grammar  scholars  some  of  the  elements  of  mechanical  skill,  by 
whose  final  application  so  many  of  them  must,  by  and  by,  earn  their  daily  bread.  The 
term  industry,  as  applied  to  manual  labor,  is  far  too  large  to  be  adequately  compre- 
hended under  any  use  of  carpenter's,  machinist's,  or  blacksmith's  tools.  These  are 
but  portions  of  a  vast  field,  which  only  a  great  number  of  special  schools  could  make 
any  pretension  of  properly  traversing.  Bnt  it  is  possible  to  meet  some  of  the  complaints 
which  are  so  frequent  that  the  public  education  is  so  exclusively  intellectual  as  to 
unfit  the  majority  of  youth  from  entering  heartily  info  the  ranks  of  manual  labor,  by 
directing  certain  pursuits  of  the  school  hour  to  the  especial  end  of  training  the  hand 
and  the  eye,  so  that  whatever  the  future  occupation  of  the  child,  he  shall  not  be  ut- 
terly awkwar.l  and  helpless  in  the  o very-day  responsibilities  of  earning  his  living. 
Education  may  and  ought  to  help  youth  to  be  self-reliant  and  handy,  as  a  mere 
bookish  student  is  not  likely  to  be. 

The  eminent  success  of  the  sewing  instruction  in  the  girls'  school,  a  branch  of 
school  work  for  a  long  time  looked  upon  with  great  distrust  by  most  persons  who 
had  given  any  thought  to  matters  of  education,  has  afforded  convincing  evidence 
that  it  is  possible  to  impart  special  manual  skill  without  interfering  with  the  estab- 
lished routine  of  study.  The  teaching  of  industrial  drawing,  now  pretty  firmly  seated 
among  the  essentials  of  instruction,  is  quite  within  the  line  of  training  for  the  prac- 
tical life  of  the  manual  worker ;  and  so  those  who  have  watched  the  shop  work  of  the 
Massachusetts  Institute  of  Technology  and  the  smaller  experiment  of  the  Boston  In- 
dustrial School  Association  in  teaching  boys  the  manipulations  of  a  few  varieties  of 
mechanics'  tools  (from  which  training  some  have  been  known  to  go  into  successful 
positions  in  trades)  have  continued  to  feel,  notwithstanding  the  disapproval  of  their 
plans  by  the  money-appropriating  authorities,  that  it  would  be  no  unwise  venture  to 
devote  a  small  portion  of  the  week  in  a  few  boys'  grammar  schools  to  an  experiment 
of  using  hammers,  saws,  chisels,  and  like  tools,  under  a  competent  instructor,  with 
the  design  of  enlarging  the  work  as  fast  as  its  smaller  operations  should  be  shown  to 
be  of  advantage. 

In  the  Boston  Industrial  School  a  course  of  24  lessons  in  wood-carv- 
ing was  taught  in  such  a  manner  as  to  afford  the  greatest  amount  of 
instruction  and  involve  the  least  possible  expenditure.  The  lessons 
were  given  from  7  to  9  o'clock  on  two  evenings  of  each  week.  The 
tools  used  were  the  flat  chisel,  the  gouge,  and  the  veining  tool.  Smooth 
blocks  of  white  wood,  (3  inches  long,  2  or  3  broad,  and  1J  thick,  were 
the  material  used.  Specific  articles  were  not  made.  Manipulations 
common  to  leading  wood- working  trades  were  taught.  The  school 
proved  the  practicability  and  value  of  doing  this,  and  thus  has  become 
a  foundation  in  fact  for  arguments  in  favor  of  giving  youth  instruction 
of  the  kind  imparted  by  it  during  its  existence.  Rev.  George  L. 
Chaney,  the  president  of  the  association  which  had  the  school  in  charge. 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  55 

A  single  ward-room  like  the  one  used  by  the  school  in  Church  street,  in  any  city, 
for  the  six  months  from  December  to  May,  during  which  time  it  usually  lies  idle, 
with  very  little  expense  beyond  the  original  plant  and  a,  moderate  salary  to  the 
teacher,  would  meet  all  the  needs  of  three  or  four  of  the  largest  grammar-schools  for 
boys. 

Three  such  supplementary  schools,  if  used  in  turn,  would  amply  satisfy  all  the 
rightful  claims  of  industrial  education  of  this  kind  upon  the  school  system  of  such  a 
city  as  Boston.  At  so  small  an  outlay  of  attention  and  money  might  the  native  apti- 
tude of  American  youth  for  manual  skill  be  turned  into  useful  channels.  In  so  sim- 
ple a  way  might  the  needed  check  be  given  to  that  exclusive  tendency  toward  cleri- 
cal rather  than  industrial  pursuits,  which  the  present  school  course  undoubtedly  pro- 
motes. 

The  organized  charities  of  Boston  have  used  their  influence  in  favor 
of  the  introduction  of  manual  instruction  into  the  public  schools  by  the 
appointment  of  a  committee  on  industrial  training  and  the  publication 
of  its  report,  in  which  five  articles  of  belief  were  presented.  The  sub- 
stance of  them  is  as  follows :  First,  industrial  training  is  the  proper 
complement  of  a  literary  education,  and  as  such  should  be  adopted  as 
a  part  of  the  public  school  system ;  second,  public  industrial  training- 
should  be  general,  not  special ;  third,  education,  not  production,  should 
be  sought ;  fourth,  elementary  training  might  commence  in  the  primary 
school  and  be  continued  through  the  higher  grades ;  fifth,  such  training- 
is  feasible  and  not  unwarrantably  expensive. 

The  co-operation  of  the  people  of  Boston  and  the  inducements  offered 
by  the  Industrial  School  Association  have  at  length  enabled  the  school 
committee  to  make  a  practical  trial  of  a  shop  in  connection  with  a  pub- 
lic school.  One  of  the  rooms  of  the  D wight  school  building  was  fitted 
up  for  the  purpose.  A  carpenter  was  employed  as  teacher.  The 
session  continued  from  January  to  May,  1882.  The  total  expenses  in- 
curred in  equipping  and  continuing  the  shop  were  $712.  A  report  of 
the  success  of  the  enterprise  was  made  by  James  A.  Page,  principal  of 
the  D  wight  school,  soon  after  the  close  of  the  session.  Erom  it  the 
following  extract  is  taken : 

On  the  first  Thursday  of  January  the  instructor  gave  his  opening  lesson  to  a  class 
of  eighteen  boys,  all  who  could  be  accommodated  at  the  three  benches  at  one  time. 
These  boys  had  been  selected  by  myself  from  the  graduating  class,  without  reference 
to  their  standing,  and  no  conditions  were  made  with  them  except  that  they  should 
not  fall  behind  in  their  regular  school- work.  Another  class  of  the  same  number  was 
selected  from  the  second,  third,  and  fourth  classes,  in  order  that  the  experiment 
might  be  tested  by  a  wider  application  to  ordinary  grammar-school  material. 
Many  of  these  latter  had  already  handled  tools,  to  a  certain  extent,  either  at  home  or 
in  their  fathers'  work-shops. 

In  arranging  the  practical  details  of  the  school  with  Mr.  Bachelder  it  had  been 
agreed  that  school  discipline  should  be  maintained  throughout  the  sessions  ;  that  the 
programme  should  be  carefully  written  out  on  the  blackboard ;  that  each  boy  should 
be  marked  on  the  work  done,  and  that  a  record  of  it  should  be  kept.  All  this  was 
faithfully  carried  out,  and  contributed,  as  I  think,  largely  to  the  final  success. 
From  this  beginning  to  the  close  the  school  went  on  with  unbroken  and  successful 
regularity.  The  teacher  was  promptly  on  hand ;  the  order  was  good ;  the  pupils  in- 
terested. 

It  was  delightful  to  see  the  eager  desire  manifested  everywhere  in  the  room  to  do 
the  day's  work  well.  There  was  no  absence,  no  tardiness.  On  one  occasion  a  count 
was  made,  and  seventeen  out  of  eighteen  pupils  were  found  at  work  at  one  o'clock 
when  two  was  the  hour  for  beginning.  It  was  feared  that  the  noise  of  many  ham- 
mers and  other  tools  in  use  at  once  (as  was  necessary  in  giving  the  same  lesson  to  a 
whole  class)  would  be  so  great  that  the  other  rooms  on  the  same  floor  might  be 
seriously  disturbed.  It  was  arranged,  therefore,  that  the  school  in  the  adjoining  room 
should  proceed  to  the  hall  whenever  a  lesson  in  the  training-room  was  going  on. 
Practically,  however,  no  trouble  was  felt  from  this  source.  The  walls  in  the  school- 
room were  found  to  be  so  thick  as  to  deaden  the  sound  almost  completely.  It  was 
thought  also  that  taking  a  part  of  a  class  away  from  its  regular  school-work  would 
result  in  more  or  less  detriment  to  its  progress  in  the  prescribed  studies.  Here  and 
there  a  complaint  was  made  by  the  teacher  of  some  second  class  boy.  that  he  was  not 
doing  his  work  well  in  his  own  room;  but  the  pupil,  in  every  case,  was  so  anxious  to 


56  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

remain  in  the  "carpenter's  class"  that  a  word  or  two  of  warning  was  sufficient  to 
bring  his  performance  up  to  the  standard  again. 

##*#### 
I  consider  that  the  results  go  fur  to  prove  that  manual  training  is  so  groat  a  relief 
to  the  iteration  of  school- work  that  it  is  a  positive  benefit,  rather  than  a  detriment, 
to  the  course  in  the  other  studies. 

Immediately  in  this  line  are  the  recommendations  of  the  committee 
on  industrial  education  of  the  American  Institute  of  Instruction  pre- 
sented at  the  meeting  of  the  institute  in  July  last.  They  are  the  fol- 
lowing: 

First.  The  introduction  into  schools  of  broader  provisions  than  now  exist  for  the 
development  of  the  sense  of  perception  of  pupils  in  regard  to  color,  form,  proportion, 
&c.,  by  contact  with  models  and  with  natural  objects. 

Second.  The  more  general  introduction  into  schools  of  simple  physical  and  chemi- 
cal experiments,  for  the  purpose  of  acquainting  pupils  through  observation  with  the 
elements  of  chemical  and  physical  science  and  their  application  in  the  arts. 

Third.  The  teaching  of  drawing,  not  as  an  accomplishment,  but  as  a  language  for 
the  graphic  presentation  of  the  facts  of  forms  and  of  objects,  for  the  representation 
of  the  appearance  of  objects,  and  also  as  a  means  of  developing  taste  in  industrial 
design. 

Fourth.  The  introduction  into  schools  of  instruction  in  the  use  of  tools,  not  for  ap- 
plication in  any  particular  trade,  but  for  developing  skill  of  hand  in  the  fundamental 
manipulations  connected  with  the  industrial  arts,  and  also  as  a  means  of  mental  de- 
velopment. 

A  recent  paper  by  Prof.  H.  H.  Straight,  of  the  Oswego  (N.  Y.)  State 
Normal  School,  contains  many  practical  and  well-digested  thoughts  on 
industrial  education  and  the  public  schools.  The  following  elements  are 
given  by  him  as  necessary  to  a  person  educated  industrially: 

(1.)  An  industrial  disposition,  which  leads  to  a  cheerful  and  even  happy  devotion 
to  some  chosen  employment  as  the  avenue  through  which  to  make  his  contribution 
to  the  world's  wealth. 

(2.)  Industrial  knowledge^ — such  general  and  special  knowledge  as  will  put  him  in 
possession  of  the  best  human  experience  in  the  direction  of  his  chosen  vocation. 

(3.)  Industrial  power — such  development  of  physical,  intellectual,  and  artistic  power 
as  will  remove  as  far  as  possible  the  chances  of  failure,  and,  by  giving  a  just  con- 
sciousness of  strength,  will  enable  him  to  work  always  with  the  hope  and  expecta- 
tion of  success. 

The  means  by  which  Professor  Straight  would  have  the  public  schools 
develop  this  industrial  power  are  the  following  : 

(a.)  Physical  power — They  must  take  the  best  physiological  knowledge  the  age 
affords,  and  nuder  its  guidance  develop  a  body  capable  of  enduring  all  the  strains 
and  fatigues  likely  to  be  brought  upon  it  by  at  least  the  ordinary  exigencies  of  life. 

(6.)  Intdleclual'power — They  must  impart  the  knowledge  which  it  "is  their  duty  to 
give  according  to  the  laws  of  mental  assimilation,  as  discovered  and  interpreted  by 
the  best  students  of  mental  growth,  to  the  end  that  mental  dyspepsia  may  be  avoided, 
and  that  the  best  intellectual  conditions  may  exist  for  the  quick  and  accurate  solu- 
tion of  at  least  the  ordinary  problems  of  life. 

(c.)  They  must  give  such  a  development  of  the  sense  of  the  beautiful  as  will  enable 
our  people  not  simply  to  enjoy  the  beautiful  in  the  objects  about  them,  but  such  as 
will  give  a  finesse  and  finish  to  whatever  work  they  undertake,  whether  it  be  the 
culture  of  corn,  the  making  of  a  coat,  the  building  of  a  house,  or  the  painting  of  a 
picture.  Every  workman  should  have,  to  the  largest  possible  degree,  the  tine  feeling 
of  the  artist,  while  every  artist  should  be  recognized  as  a  working  man. 

This  basis  for  special  industrial  training  is  to  be  obtained  by  associat- 
ing materials,  forms,  and  processes  with  the  common  studies  of  the 
public  school.  A  workshop  may  be  equipped  at  small  expense  in  which 
considerable  may  be  accomplished.  What  might  be  gained  by  an  in- 
dustrial course  involving  only  inexpensive  illustrations  and  aids,  and 
carrying  out  the  principles  stated,  is  summed  up  as  follows : 

(1.)  The  cultivation  of  observation  and  judgment,  the  discipline  of  hand  and  eye, 
obtained  in  this  way,  would  not  be  second  to  that  obtained  in  any  other  way. 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  57 

(2.)  The  course  in  mathematics,  together  with  the  course  in  language  and  geogra- 
phy, could  be  made  the  means  of  acqainting  them  with  those  natural  products  and 
forces  which  underlie  all  industries  and  all  arts. 

(3.)  They  would  learn  in  a  general  but  efficient  manner  the  fundamental  industrial 
processes  which  underlie  the  more  special  processes  of  the  common  arts. 

(4.)  This  general  but  genuine  knowledge  of  materials,  forces,  and  processes  will 
enable  each  student  to  choose,  with  a  fair  degree  of  intelligence,  the  industry  for 
which  he  or  she  is  fitted  by  special  taste  and  power. 

(5.)  Such  a  course  would  make  far  easier  than  now  the  change  from  one  occupation 
to  another,  which  must  ever  remain  an  incident  of  growing  industries. 

(6.)  It  would  give  to  each  person,  as  employer,  some  power  to  judge  of  the  work  of 
the  employed. 

(7.)  It  would  furnish  a  basis  in  intelligence  for  general  sympathy  and  appreciation 
among  different  classes  of  workers. 

(8.)  The  last  and  greatest  good  would  be  the  cultivation  of  the  industrial  disposi- 
tion. *  *  * 

SECTION  3. 
INDUSTRIAL  AND  SCIENTIFIC  EDUCATION  OF  WOMAN.* 

The  education  of  woman  in  science,  arts,  and  industries  is  undertaken 
by  many  of  our  schools  of  science  and  agricultural  colleges.  Follow- 
ing the  example  of  ordinary  colleges  and  universities,  more  than  half 
of  which  extend  equal  advantages  to  both  sexes,  the  institutions  en- 
dowed by  the  nation  for  the  practical  education  of  the  people  have  gen- 
erally afforded  women  the  benefits  of  the  instruction  given  nien  and 
frequently  have  provided  special  training  for  them  in  spheres  peculiarly 
their  own.  The  institutions  of  this  class  which  are  not  known  to  admit 
women  are  the  State  Agricultural  and  Mechanical  College  of  Alabama, 
tbe  Georgia  State  College  of  Agriculture  and  Mechanic  Arts,  the  South- 
west Georgia  Agricultural  College,  the  South  Georgia  College  of  Agri- 
culture and  the  Mechanic  Arts,  the  Louisiana  State  University  and 
Agricultural  and  Mechanical  College,  Maryland  Agricultural  College, 
Alcoru  Agricultural  and  Mechanical  College  (Mississippi),  Agricultural 
and  Mechanical  College  of  the  State  of  Mississippi,  New  Hampshire 
College  of  Agriculture  and  the  Mechanic  Arts,  Rutgers  Scientific  School, 
Agricultural  and  Mechanical  College  (University  of  North  Carolina), 
agricultural  and  scientific  department  of  Brown  University,  South  Caro- 
lina College  of  Agriculture  and  the  Mechanic  Arts,  University  of  Ten- 
nessee and  State  Agricultural  College,  State  Agricultural  and  Mechan- 
ical College  of  Texas,  Virginia  Agricultural  and  Mechanical  College, 
and  agricultural  department  of  West  Virginia  University. 

The  greater  portion  of  the  remaining  agricultural  colleges  open  their 
recitation-rooms,  lecture-rooms,  museums,  libraries,  and  laboratories 
alike  to  men  and  women.  There  may  be  minute  differences  in  the  regu- 
lations under  which  the  sexes  come,  but  they  are  not  sufficiently  im- 
portant to  be  mentioned  in  the  reports  and  catalogues  of  the  individual 
institutions,  and  therefore  are  hardly  worthy  of  general  notice.  A  few 
colleges  and  universities  understand  thefull  needs  of  woman's  practical 
education  and  have  felt  themselves  able  to  undertake  it.  Older  coun- 
tries have  deemed  it  necessary  to  give  such  instruction.  The  making 
of  garments,  the  economical  management  of  the  household,  and  the  care 
of  the  sick  are  among  the  home  industries  that  have  been  taught  in 
special  schools.  Mr.  J.  Scott  Russell  gives  special  prominence  to  fire, 
food,  clothes,  and  health  as  subjects  for  woman's  study.  After  discuss- 

*  The  material  for  this  Report  was  originally  collected  in  conformity  to  a  Senate 
Resolution  introduced  by  Senator  Morgan,  of  Alabama.  That  resolution  made  spe- 
cial mention  of  efforts  for  the  industrial  education  of  women.  Consequently  much 
attention  has  been  given  to  that  subject  in  preparing  this  document. 


C  5  ESDU5IM1L,  KDECAXHKff  IX  THE   (JIUIKO  STATES. 

olbersat9ecls 


b*ea 


60  INDUSTRIAL    EDUCATION   IN   THE    UNITED    STATES. 

several  cities,  among  them  Baltimore,  Newark,  Boston,  and  Provi- 
dence. 

In  the  report  of  the  school  commissioners  of  Baltimore  for  1879  it 
is  stated  that  at  the  request  of  the  president  of  the  board  some  of  the 
teachers  commenced  teaching  sewing,  knitting,  embroidery,  and  other 
useful  branches,  one  aiternooii  each  week  being  devoted  to  this  in- 
struction of  the  female  pupils.  The  experiment  was  satisfactory  to 
both  pupils  and  patrons,  and  a  general  wish  for  its  continuance  Avas 
expressed. 

In  .Newark  five  primary  industrial  schools  are  established  for  poor 
and  destitute  children.  The  pupils  in  them  spend  a  portion  of  their 
time  in  work,  a  portion  in  regular  class-room  duty,  and  another  portion 
in  receiving  a  dinner.  The  dinner  and  the  materials  for  work  are  pro- 
vided by  a  society  of  ladies,  while  the  board  pays  the  educational  ex- 
penses, not  exceeding  $200  for  each  school.  The  superintendent  says: 

Nothing  in  our  schools  gives  me  more  pleasure  than  to  witness  the  sewing  exercise 
of  the  girls.  Many  receive  here  all  the  instruction  in  this  most  useful  art  they  ever 
obtain. 

The  rules-  for  the  department  of  sewing  in  the  public  schools  of 
Boston  give  a  good  view  of  the  scope  and  requirements  of  the  system 
employed  there.  They  are  as  follows : 

(1)  Two  hours  a  week,  as  appointed  by  the  regulations  of  ihe  school  committee, 
shall  be  given  to  each  scholar  of  the  fourth,  fifth,  and  sixth  classes  of  the  grammar 
schools,  one  hour  at  a  time,  for  instruction  in  sewing.     This  time  should  not  be  short- 
ened for  other  studies  or  examinations,  or  any  other  purposes,  without  the  consent  of 
the  committee  on  sewing  especially  obtained. 

(2)  Each  scholar  shall  be  requested  to  bring  work  from  home  prepared,  as  far  as 
possible.     But  in  any  case  where  it  is  not  so  provided,  the  sewing  teacher  will  be  ex- 
pected to  have  work  on  hand,  that  there  may  be  no  excuse  for  an  unoccupied  hour, 
and  that  time  may  not  be  wasted  in  sending  home  for  work. 

(3)  A  sufficient  supply  of  needles,  thread,  and  thimbles  shall  be  kept  on  hai  d  by 
the  sewing  teacher  to  furnish  to  any  child  who  is  without  them  from  carelessness  or 
inability  to  supply  them,  or  who  has  not  the  proper  needle  or  thread  for  her  work. 

(4)  The  sewing  teacher  is  requested  to  make  all  preparation  and  fitting  of  work  out  of 
school,  that  she  may  give  the  whole  hour  to  the  oversight  of  the  work.     Any  fitting 
that  requires  time  should  be  laid  aside  to  be  attended  to  out  of  the  hour,  and  other 
work  supplied  in  its  place. 

(5)  Every  effort  should  be  made  to  vary  the  instruction,  that  every  girl  may  learn 
thoroughly  the  varieties  of  work.     If  she  has  learned  one  kind  of  work  the  sewing 
teacher  is  requested  to  furnish  her  with  some  other  variety,  that  she  may  be  made 
efficient  in  all  kinds-of  work.     In  this  way,  patchwork  should  be  discouraged  after  a 
scholar  has  learned  thoroughly  what  can  be  learned  from  it.     Every  effort  should  be 
made  for  promotion  in  work,  from  plain  sewing  through  the  darning  of  stockings  to 
nice  stitching  and  button- holes,  from  the  simpler  to  the  more  difficult,  in  order  to 
give  an  interest  and  desire  for  perfection  in  such  work.     It  is  a  good  plan  to  keep 
pieces  of  cloth  for  practice  in  making  button-holes,  stitching,  or  any  other  such  spe- 
cial work,  which  can  be  given  whenever  there  is  want  of  work,  or  if  other  work  has 
been  completed  in  the  course  of  the  hour,  or  to  carry  out  the  idea  of  promotion. 

(6)  The  sewing  teacher  may  find  assistance  from  any  charitable  society  with  which 
she  is  connected,  which  would  willingly  furnish  garments  prepared  and  fitted,  to  be 
returned  to  the  society  when  completed.     Or  she  can  suggest  to  any  scholar  who 
has  not  provided  material  for  her  work,  that  she  show  to  her  mother  the  garment  she 
has  finished  at  school,  and  offer  it  to  her  for  the  price  of  the  material.     Many  a 
mother  would  like  to  buy  such  a  garment  for  its  use  or  for  a  specimen  of  work,  if  it 
is  well  done. 

(7)  The  regular  teacher  of  the  class  is  expected  to  take  entire  charge  of  the  dis- 
cipline of  the  class,  as  she  is  more  thoroughly  acquainted  with  her  scholars;  also  to 
see  that  the  work  is  distributed  promptly,  at  the  beginning  of  the  hour,  either  by 
herself  or  through  monitors,  and  to  assist  in  keeping  each  scholar  diligently  occupied 
through  the  sewing  hour.     It  is  recommended  that  she  should  give  credits  or  marks 
for  efficiency  and  inefficiency  in  sewing,  in  the  same  manner  and  according  to  the 
methods  pursued  in  other  lessons  in  her  class. 

The  history  of  sewing  in  the  public  schools  of  Boston  begins  as  far 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  61 

back  as  1835.  In  that  year  an  order  was  issued  allowing  the  girls  of 
the  second  and  third  classes  of  the  public  writing  schools  to  be  in- 
structed in  sewing  by  their  regular  teachers  one  hoar  a  day.  In  1854 
this  branch  of  instruction  was  included  among  those  taught  in  the  lowest 
class  of  the  grammar  schools.  Lessons  of  not  less  than  an  hour  in  length 
were  given  twice  a  week.  Materials  for  sewing,  to  an  amount  not  ex- 
ceeding twenty  dollars  annually,  were  furnished  each  school  in  which 
instruction  in  sewing  was  introduced.  A  reaction  occurred  the  sub- 
sequent year,  through  the  influence  of  the  masters  of  the  schools,  and 
an  order  was  passed  permitting  the  discontinuance  of  the  instruction 
when  the  interests  of  any  school  should  be  subserved  thereby. 

The  introduction  of  instruction  in  advanced  needlework  was  due  to 
the  philanthropy  of  a  lady,  who  was  allowed  to  provide  materials  and 
teachers  for  a  class  of  older  girls  connected  with  the  Winthrop  school. 
This  was  in  18G5  or  1886.  The  results  of  the  experiment  were  satis- 
factory, and  after  some  eight  years  the  work  was  adopted  by  the  school 
board.  In  1875  it  was  decided  by  the  city  solicitor  that  it  was  not 
competent  for  the  board  to  employ  a  special  teacher  of  sewing.  This 
difficulty  was  overcome  by  procuring  an  act  of  the  legislature  allowing 
sewing  to  be  taught  in  the  public  schools  of  the  State.  Since  that  time 
the  work  has  prospered.  Exhibitions  of  sewing  have  contributed  to 
awaken  interest.  Though  poorly  attended  at  first,  they  are  now  often- 
times crowded.  They  are  so  planned  as  not  to  interfere  with,  the  regu- 
lar work  of  any  school.  Says  a  recent  report : 

The  sewing  committee,  and  doubtless  other  member?  of  the  [school]  board,  have 
from  time  to  time  interesting  proofs  of  the  practical  value  of  this  industral  training. 
Not  infrequently  young  girls,  fresh  from  school,  find  steady  and  remunerative  em- 
ployment, thanks  to  their  skill  with  the  needle.  Others  are  now  able  to  keep  their 
own  garments,  and  those  of  younger  sisters  and  brothers,  neat  and  tidy,  when  formerly 
rents  and  rags  prevailed.  And  many  graduates  of  our  schools,  in  more  favored  posi- 
tions, admit  that  they  owe  their  skill  in  fine  needlework  entirely  to  the  teaching  re- 
ceived at  school. 

The  cost  of  material  supplied  by  the  city  in  1880-'S1  was  $208.23. 
The  following  extracts  are  from  a  newspaper  account  of  an  exhibition 
of  plain  sewing  done  at  oce  of  the  Boston  schools: 

Several  long  tables  were  placed  lengthwise  in  the  room,  and  these  were  filled  with 
garments  and  articles  of  household  use,  which  had  been  made  by  the  girls,  whose 
ages  ranged  from  eight  to  sixteen.  There  were  shirts  with  plaited  bosoms  stitched  by 
hand,  every  stitch  set  with  the  utmost  precision ;  undergarments  very  prettily  made 
and  trimmed,  in  some  cases  entire  sets  trimmed  with  lace,  which  was  also  the  work 
of  the  youthful  seamstresses;  dainty  flannel  skirts  with  embroidered  edge,  and  seams 
done  in  a  regular  "  feather  stitch"  or  " herring  bone,"  the  old  stitches  that  our  grand- 
mothers used  so  much  and  that  are  comiug  in  vogue  again  with  many  other  old 
fashions.  One  ambitious  girl  had  made  herself  an  entire  suit  of  lace  bunting;  it  was 
a  pale  shade  of  blue,  and  was  made  with  short  round  skirt  trimmed  with  a  double  row 
of  side-plaiting,  the  upper  one  edged  with  lace,  prettily-arranged  draperies,  lace 
trimmed  and  held  in  place  with  loops  of  satin  ribbon,  and  a  blouse  waist  with  three 
plaits  at  the  back  and  in  the  front.  Every  stitch  was  made  by  hand;  there  wasn't  a 
touch  of  machine  work  about  it,  and  the  whole  costume  was  stylish  and  jaunty. 
Dressing-sacks  and  wrappers  were  among  the  articles  exhibited,  and  there  were  the 
cunningestof  all  little  baby  dresses  and  sacks.  It  is  evident  that  the  girls  do  a  good 
deal  of  the  home-work  in  those  few  hours  each  week.  The  specimens  of  lace-work 
were  very  handsome,  a  part  of  it  being  most  exquisitely  done,  every  stitch  set  with  an 
evenness  that  was  remarkable.  During  the  afternoon  half  a  dozen  girls  from  the 
upper  classes  fitted  dresses  and  drew  patterns;  they  do  this  with  ease  and  accuracy, 
and  are  very  good  fitters  indeed.  *  *  * 

The  progress  that  has  been  made  since  the  plan  of  having  yearly  exhibitions  was 
carried  out  two  years  since  is  very  marked.  Not  only  has  there  been  an  improvement 
in  the  work,  but  individual  taste  has  been  cultivated  as  well.  One  sees  it  in  the 
knots  of  ribbon  that  adorn  the  garments,  in  the  very  way  in  which  they  are  folded, 
the  quality  of  material,  the  dainty  laundering,  and  the  sheets  of  colored  tissue  paper 
set  underneath  the  folds  to  show  the  work  to  better  advantage.  Not  only  are  the 


62  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

children  taught  to  make,  but  to  mend  as  well,  and  the  manner  in  which  some  of  these 
girls  keep  their  garments  in  good  repair  is  very  gratifying.  It  is  a  good  thing  in 
more  ways  than  one,  this  teaching ;  it  makes  the  girls  careful  and  tidy  and  gives 
them  economical  habits.  Not  a  girl  graduates  from  that  school  but  may  earn  her  own 
living  by  needlework  if  the  necessity  meet  her,  and  she  is  not  compelled  to  give  time 
that  she  can  ill-aiford  in  learning  to  use  the  needle  properly.  If  she  has  not  to  do  this 
she  becomes  iu valuable  at  home. 

Specimens  of  work  done  by  girls  in  the  Winthrop  School,  Boston,  are 
permanently  on  exhibition  in  the  museum  of  the  National  Bureau  of 
Education,  and  attract  the  favorable  notice  of  visitors. 

The  teaching  of  sewing  in  private  educational  institutions  has  been 
generally  limited  to  directing  and  assisting  the  young  ladies  for  an  hour 
or  two  each  week  while  they  do  any  necessary  mending  or  other  work 
with  the  needle.  A  few  schools  now  have  regular  and  thorough  instruc- 
tion in  this  department ;  for  example,  in  the  Kansas  State  Agricultural 
College  u  young  ladies  are  taught  in  all  the  ordinary  forms  of  sewing 
with  needle  and  machine,  and  in  cutting,  fitting,  and  trimming  dresses 
and  other  garments.  They  may  furnish  materials  and  work  for  their  own 
advantage  during  the  hour  of  practice  under  the  direction  of  the  super- 
intendent." In  Lasell  Seminary  opportunity  i*  given  to  learn  dress  cut- 
ting and  millinery,  and  many  pupils  gladly  avail  themselves  of  the  offered 
instruction.  The  report  of  the  industrial  work  of  this  institution,  given 
in  Appendix  E,  shows  the  results  of  this  training,  and  plainly  indicates 
its  utility  and  success. 

ELEMENTARY  INSTRUCTION  IN  HOUSEHOLD  ARTS. 

*  Kitchen  gardens. — Closely  allied  to  the  Kindergarten  is  the  kitchen 
garden,  a  school  which  applies  the  principles  of  the  Kindergarten  to  the 
instruction  of  young  girls  in  various  branches  of  household  work.  The 
end  it  has  in  view  is  the  preparation  of  its  pupils  for  practical  work  in 
the  household,  either  as  servants  or  as  members  of  families.  The  in- 
struction is  given  by  means  of  toys  illustrating  domestic  operations, 
and  the  children  are  directed  in  their  play  with  these  toys  so  that  they 
learn  many  household  duties  and  come  to  associate  housework  with 
pleasure  and  enjoyment.  The  course  is  divided  into  six  lessons,  to  each 
of  which  a  month's  time  is  devoted.  The  first  lesson  embraces,  among 
other  subjects,  fire-kindling,  paper-folding,  and  waiting  on  the  door ; 
the  second,  the  setting  and  clearing  of  the  table  and  house-cleaning  ; 
the  third,  making  beds  and  sweeping ;  the  fourth,  laundry-work  ;  the 
fifth,  the  dinner-table  and  the  names  and  uses  of  different  kinds  and 
pieces  of  meat ;  the  sixth,  the  moulding  of  bread,  biscuit,  &c. 

This  system  of  instruction  was  originated  by  Miss  Emily  Huutington, 
of  New  'York  City,  and  the  first  "  kitchen  garden  n  opened  there  in 
1877.  Since  that  time  the  system  has  been  introduced  into  schools  iu 
many  prominent  cities,  and  is  welcomed  by  people  of  wealth  and  culture 
as  a  means  of  introducing  order  and  intelligence  into  the  homes  of  the 
poor,  and  of  inspiring  an  early  love  for  domestic  work;  and,  as  a  prom- 
inent paper  remarks,  "  It  seems  to  be  a  step  toward  solving  the  old 
problem  of  how  to  obtain  a  supply  of  skillful,  intelligent,  and  contented 
household  servants." 

The  latest  report  received  gives  an  account  of  eleven  different  schools 
or  classes  in  progress,  with  200  children  under  instruction.  There  were 
several  classes  or  lecture  courses  in  progress  for  the  training  of  teach- 
ers. This  development  of  the  Frobel  methods  of  object- teaching  seems 
to  be  peculiarly  adapted  to  the  practical  character  of  our  people  and  to 
the  needs  of  the  times. 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  63 

INSTRUCTION  IN  DOMESTIC  SCIENCE. 

Instruction  in  domestic  economy  forms  a  considerable  part  of  a  young 
lady's  education  in  several  of  the  European  nations,  and  is  coming  into 
prominent  notice  in  this  country.  In  Germany  the  instruction  and  the 
methods  of  imparting  it  conform  to  the  social  position  of  the  parties  in- 
structed $  but  in  England,  as  in  this  country,  the  instruction  is  given 
in  schools  established  for  the  training  of  any  who  may  wish  to  avail 
themselves  of  their  advantages.  The  most  prominent  of  the  English 
schools  is  the  National  Training  School  for  Cookery,  at  South  Kensing- 
ton; it  was  maintained  by  subscriptions,  donations,  and  fees  until  the 
government  gave  it,  in  1873,  the  use  of  a  building  and  in  1874  an  endow- 
ment. 

The  establishment  of  schools  of  cookery  in  this  country  is  largely  due 
to  the  efforts  of  a  few  efficient  ladies  who  realized  the  imperative  need 
of  the  general  adoption  of  more  economical  and  healthful  methods  of 
cookery.  Successful  schools  have  been  opened  in  many  leading  cities. 
A  historical  sketch  of  the  New  York  School  of  Cookery  and  an  account 
of  the  work  of  Miss  Maria  Parloa  are  given  in  Appendix  E. 

In  addition  to  the  distinctive  schools  of  cookery  there  are  several  in- 
stitutions which  provide  instruction  in  this  and  in  other  equally  impor- 
tant household  arts.  The  schools  in  which  young  ladies  are  required 
to  share  in  the  domestic  work  for  the  sake  of  health,  discipline,  and  the 
reduction  of  expenses  are  not  included  among  them.  They  usually 
assert  that  it  is  not  their  intention  to  teach  the  industrial  pursuits  of 
the  home.  For  example,  the  catalogue  of  Mount  Holyoke  Female  Semi- 
nary, South  Hadley,  Mass.,  in  which  it  is  well  known  that  there  are 
labor  requirements,  says : 

It  is  no  part  of  the  design  of  this  seminary  to  teach  young  ladies  domestic  work. 
This  branch  of  education  is  exceedingly  important,  but  a  literary  institution  is  not 
the  place  to  gain  it.  Home  is  the  proper  place  for  the  daughters  of  our  country  to 
be  taught  on  this  subject,  and  the  mother  the  appropriate  teacher. 

If  it  be  conceded  that  a  majority  of  mothers  have  the  opportunity, 
ability,  and  disposition  to  teach  their  daughters  household  arts,  yet  it 
must  be  allowed  that  there  are  many  who  have  not  the  power  to  become 
teachers  of  such  things.  Some  are  ignorant  of  the  subjects  to  be 
taught.  Some  are  not  strong  enough  to  undertake  the  task.  Others 
are  too  much  engaged  in  undertakings  which  have  no  direct  connection 
with  the  home.  It  seems  no  more  than  fair  that  mothers  busied  by  a 
multitude  of  calls  and  duties,  or  deprived  by  sickness  of  the  privilege 
of  keeping  their  place  in  the  family,  or  consciously  deficient  in  skill 
themselves,  should  be  able  to  find  schools  in  which  their  daughters 
could  be  trained  in  those  things  which  lie  peculiarly  within  the  province 
of  the  mother.  A  great  end  of  primary  schools  is  to  aid  and  extend 
home  instruction,  and  it  is  not  a  valid  objection  that  lessons  are  learned 
in  them  which  mothers  might  better  teach.  The  mother  is  the  appro- 
priate religious  teacher  of  children  of  tender  years,  yet  the  instruction 
of  such  children  in  Sunday  school  is  not  generally  objected  to  by 
Christian  people.  Brief  mention  may  be  made  of  instances  in  which 
this  principle  of  teaching  what  belongs  especially  to  the  mother  is  car- 
ried out  in  relation  to  home  labors  and  duties. 

In  the  Elizabeth  Aull  Seminary,  Lexington,  Mo.,  there  is  a  school  of 
home-work  where  uare  practically  taught  all  the  mysteries  of  the 
kitchen  and  laundry,  such  as  the  making  of  pastry,  pickles,  sauces, 
cakes,  ornamental  icing,  and  the  washing  of  flannels,  ruffles,  and  laces." 


64  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

The  degree  of  mistress  of  home  work  is  conferred  upon  graduates  in 
this  school. 

The  ladies  in  the  Kansas  State  Agricultural  College  are  given  during 
their  third  year  a.  course  of  lectures  on  the  laws  of  life  and  health.  The 
course  is  ten  weeks  in  length,  and  brings  up  questions  pertaining  to  per- 
sonal health,  such  as  food,  air,  exercise,  clothing,  and  temperature  of 
rooms.  There  is  also  a  series  of  lectures  on  household  economy,  ac- 
companied by  practical  illustration  in  the  kitchen  laboratory,  continuing 
through  a  term  and  a  half.  These  cover  the  general  ground  of  eco- 
nomical provision  for  the  household,  marketing,  cooking,  preserving, 
order,  neatness,  and  beauty  in  table  service,  comfort  of  family,  and 
care  of  sick  room.  These  are  supplemented  by  the  lectures  upon  house- 
hold chemistry  and  dairying. 

In  the  Pennsylvania  State  College  female  students  substitute  a  course 
in  domestic  economy  for  the  practical  instruction  on  the  farm  and  cam- 
pus taken  by  the  men.  This  course  is  intended  to  give  a  knowledge  of 
the  application  of  science  to  the  work  of  the  kitchen  and  laundry,  a 
further  acquaintance  with  drawing,  and  some  familial  ity  with  the  prin- 
ciples and  practice  of  house  decoration.  The  studies  included  and  the 
time  devoted  to  each  may  be  seen  by  reference  to  the  statement  respect- 
ing the  college,  found  in  appendix  A. 

At  the  Hampton  (Ya.)  Normal  and  Agricultural  Institute  instruction 
in  sewing  and  household  industries  is  continued  through  the  course, 
special  attention  being  given  in  the  middle  year  to  plain  cooking  and 
sewing. 

In  Missouri  University  a  course  of  lectures  on  domestic  chemistry  is 
given  to  students  intending  to  graduate  in  the  girls'  course  in  arts.  The 
instruction  is  given  upon  the  general  topics  of  air,  water,  food,  and  cos- 
metics. Under  the  head  of  air  such  subjects  are  considered  as  respira- 
tion, ventilation,  heating  of  houses,  clothing,  and  the  germ  theory  of 
disease.  All  the  properties  of  food,  the  methods  of  its  preparation,  and 
its  nutritive  and  hygienic  values  are  discussed.  In  this  way  the  young 
ladies  receive  correct  ideas  of  the  subjects  which  pertain  to  the  health, 
comfort,  and  happiness  of  the  human  family. 

Extended  accounts  of  what  has  been  accomplished  in  the  industrial 
training  of  women  in  Lasell  Seminary,  Auburudale,  Mass.,  in  the  Iowa 
State  Agricultural  College,  and  in  the  Illinois  Industrial  University  are 
to  be  found  in  Appendix  E. 

TRAINING  SCHOOLS  FOR  NURSES. 

The  establishment  of  training  schools  for  nurses  is  a  wisely  directed, 
philanthropic  effort ;  and  all  who  need  the  skilled  hand  and  accurate 
judgment  of  an  experienced  nurse,  or  are  interested  in  enterprises  the 
purpose  of  which  is  the  alleviation  of  suffering  and  the  recovery  of 
health,  will  allow  that  these  schools  furnish  a  considerable  element  in 
the  promotion  of  the  practical  education  of  woman.  They  are  preparing 
suitable  women  for  the  onerous  and  responsible  duties  of  nursing  in 
both  hospital  wards  and  private  residences,  and  they  are  working  with 
most  commendable  zeal  and  thoroughness.  The  statistics  of  these 
schools  are  presented  in  the  table  given  herewith  5  and  facts  which  in- 
dicate the  general  features  of  the  schools,  such  as  requirements  of  ad- 
mission, nature  and  methods  of  instruction,  success  of  pupils  and  gradu- 
ates, etc.,  are  set  forth  in  the  subsequent  statements.  Schools  other 
than  those  which  the  statistics  and  statements  here  given  represent  are 
either  organized  or  about  to  be  organized  in  many  other  cities. 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 


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INDUSTRIAL    EDUCATION   IN   THE   UNITED    STATES.  67 

Admission. — It  is  recognized  in  all  schools  for  the  training  of  nurses 
that  the  duties  of  a  nurse  are  such  that  only  those  who  have  peculiar 
aptness  for  the  work  and  who  possess  mental,  moral,  and  physical 
strength,  should  be  encouraged  to  undertake  it.  In  order  to  make  an 
estimate  of  an  applicant's  fitness,  it  is  the  custom  of  several  schools  to 
send  her  a  list  of  questions  the  answers  to  which  will  enable  the  author- 
ities to  estimate  her  suitability  for  the  vocation  of  nurse.  The  list  sent 
out  by  the  New  York  Hospital  Training  School,  which  fairly  represents 
the  usual  questions,  is  as  follows : 

(1)  Candidate's  name  in  full,  and  address;  (2)  condition  in  life,  single  or  a  widow; 
(3)  present  occupation  or  employment;  (4)  place  and  date  of  birth;  (5)  height;  (6) 
weight ;  (7)  where  educated;  (8)  are  you  strong  and  healthy,  and  have  you  always  been 
so?  (9)  Are  your  sight  and  hearing  perfect?  (10)  Have  you  any  tendency  to  pulmo- 
nary complaint?  (11)  Have  you  any  physical  defects?  (12)  If  a  widow,  have  you  chil- 
dren? How  many?  How  old?  How  are  they  provided  for?  (13)  Where  (if  any)  was 
your  last  situation?  How  long  were  you  in  it?  (14)  Names  in  full  and  addresses  of 
two  persons  to  be  referred  to.  State  how  long  each  has  known  you.  If  previously 
employed,  one  of  these  must  be  the  last  employer.  (15)  Have  you  read  and  do  you 
clearly  understand  the  regulations  ? 

In  the  Connecticut  Training  School,  the  secretary  corresponds  with 
the  applicants,  and  thereby  becomes  sufficiently  acquainted  with  their 
character  and  capacities  to  discern  any  special  improbability  that  they 
would  pass  successfully  through  the  course  of  training.  If  this  is  the 
case,  the  applicant  is  advised  to  seek  employment  elsewhere. 

The  suitable  age  of  applicants  is  generally  placed  at  from  twenty-one 
to  thirty-five  years.  The  reason  given  is  that  those  younger  have  not 
ordinarily  sufficient  mental  and  physical  development,  and  those  older 
do  not  readily  acquire  new  habits.  The  necessity  of  good  character  in 
a  nurse  is  obvious,  and  the  need  of  sound  health  is  equally  so,  for  none 
are  ignorant  of  the  sacred  trusts  and  arduous  duties  which  devolve  upon 
her.  The  amount  of  education  required  of  applicants  is  not  very  great, 
as  natural  ability  and  willingness  to  learn  are  the  chief  requisites.  Oft- 
en pupils  are  admitted  without  examination  on  the  statement  that  they 
have  acquired  a  common  school  education  ;  but  in  at  least  one  school 
— the  one  connected  with  Bellevue  Hospital,  New  York — an  examina- 
tion is  required  in  reading,  penmanship,  arithmetic,  and  English  dicta- 
tion. 

The  various  requirements  for  admission  and  limited  accommodations 
preclude  the  reception  of  the  majority  of  applicants  in  many  instances. 

The  New  York  State  School  makes  up  a  class  each  year  of  only  six 
from  the  large  number  of  applicants.  Of  thirty-three  who  applied  at 
Bellevue  in  December,  1879,  only  three  were  received.  At  the  New 
England  Hospital,  in  1878,  eighteen  of  forty  applicants  were  admitted 
to  probation.  Of  the  remaining  twenty-two,  nine  withdrew  their  ap- 
plications, eight  were  not  of  proper  age,  and  five  were  for  various  rea- 
sons considered  unsuitable. 

Probation. — The  pupils  of  the  nurse-training  schools  are  usually  ad- 
mitted to  a  probation  of  one  month,  during  which  they  receive  no  com- 
pensation for  their  services  beyond  board  and  lodging.  A  large  por- 
tion of  those  thus  admitted  fail  to  meet  the  demands  made  upon  them 
during  this  time.  In  one  school,  sixteen  out  of  one  hundred  and  five  left 
during  the  probationary  month.  Of  the  eighteen  mentioned  above  as 
admitted  to  probation  in  the  New  England  Hospital,  only  nine  were 
approved.  Of  the  other  nine,  one  left  on  account  of  death  in  the  fam- 
ily, six  were  not  thought  strong  enough,  one  was  dismissed  for  diso- 
bedience, and  one  because  unreliable.  It  could  not  be  otherwise  than 
that  the  first  month's  experience  of  a  nurse  should  be  full  of  difficulties 


68  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

and  discouragements.  The  secretary  of  the  Connecticut  Training 
School  makes  a  clear  presentation  of  this  point  in  the  following  well- 
advised  remarks : 

A  severe  test  it  (the  month  of  probation)  is  to  most  of  the  young  women  who  come 
to  us  from  quiet  homes  where'  they  have  led  for  years  a  sedentary  life.  The  active 
work  required  in  the  wards — bending  over  the  beds  of  the  sick,  bearing  patiently  the 
caprices  and  exactions  of  invalids,  witnessing  surgical  operations  and  other  painful 
sights,  dressing  wounds  and  sores — presents  hospital  life  under  a  different  aspect  from 
the  one  drawn  by  their  imagination ;  and  some,  for  want  of  strength,  patience,  or 
perseverance,  fail  to  carry  on  the  work  on  which  they  so  hopefully  entered.  Others 
come  to  the  school  with  a  real  self-consecration,  and,  although  they  may  be  almost 
discouraged  by  the  recognition  of  all  that  is  expected  of  them,  yet  if  they  faithfully 
discharge  their  duties  as  they  meet  them  one  by  one  and  seem  desirious  to  embrace 
every  opportunity  for  improvement,  they  are  encouraged  to  persevere,  and  soon  ac- 
quire a  skillfulness  which  enables  them  to  do  their  work  acceptably  and  with  com- 
parative ease  to  themselves. 

Those  fulfilling  the  conditions  and  expectations  of  the  probationary 
month  are  usually  required  to  enter  into  a  written  agreement  to  remain 
in  the  school,  subject  to  its  authority  during  the  time  allotted  to  a  com- 
plete course,  and  sometimes  to  remain  at  the  call  of  the  school  superin- 
tendent for  a  specified  period  after  graduation.  Without  such  an  agree- 
ment, pupils  would  be  drawn  away  before  completing  the  course  by 
tempting  offers  from  other  sources. 

Maintenance. — Pupil  nurses  are  maintained,  with  one  or  two  excep- 
tions, at  the  expense  of  the  school,  or  the  hospital  to  which  it  belongs, 
during  the  time  of  their  training.  The  sums  paid  in  addition  to  board 
and  lodging  are  given  in  the  table.  These  sums  are  not  looked  upon 
as  a  remuneration  for  services  performed,  as  the  instruction  and  experi- 
ence are  considered  a  sufficient  compensation.  But  it  seems  desirable 
that  the  pupil  should  not  be  dependent  on  any  one  outside  of  the  hos- 
pital for  money  to  meet  her  expenses  for  at  least  dress  and  text-books, 
and  therefore  an  allowance  is  made  for  them.  The  dress  is  often  re- 
quired to  conform  to  rules  relative  to  material,  to  plainness,  and  to 
other  things  which  make  it  suited  to  the  sick-room.  Thus  one  of  the 
regulations  of  the  nurse  training  school  at  Philadelphia  is: 

Nurses,  while  on  duty,  shall  wear  cotton  dresses  without  crinoline  and  without 
trains,  and  soft  shoes  without  heels.  *  *  *  White  aprons  must  be  worn.  The 
utmost  simplicity  is  enjoined  both  in  outer  and  under  clothing,  as  no  ruffled,  tucked, 
or  flounced  skirts  nor  trimmed  garments  are  allowed  to  be  sent  to  the  hospital  laun- 
dry. 

In  another  school — 

They  are  required  after  the  month  of  probation  to  wear  the  dress  prescribed  by  the 
society,  a  gray  woolen  dress  in  winter  and  seersucker  in  summer,  simply  made,  white 
apron  and  cap,  and  linen  collars  and  cuffs. 

The  text-books  are  not  numerous,  being  usually  limited  to  a  few  works 
upon  nursing,  such  as  Domville's  Manual  for  Hospital  Nurses,  Dr. 
Frankel's  Manual,  the  Bellevue  Hospital  Manual,  the  Connecticut 
Training  School  Handbook,  Florence  Nightingale's  Notes  on  Nursing, 
Mrs.  Lee's  Handbook,  Miss  Veitch's  Handbook,  and  Smith's  Notes. 

The  information  in  the  possession  of  the  office  does  not  render  it  pos- 
sible to  state  positively  what  provisions  are  made  for  the  board  and 
lodging  of  pupils  in  all  cases,  but  it  may  be  stated,  as  a  general  rule, 
that  they  have  quarters  in  or  connected  with  the  hospital  building,  and 
removed  as  far  as  possible  from  the  sick  wards.  It  is, most  desirable 
that  they  should  have,  not  a  bare  living  place  in  a  corner  of  the  hospi- 
tal, but  a  comfortable  and  attractive  home,  furnishing  surroundings  that 
rest,  revive,  and  animate  those  that  are  weary  and  discouraged  from 
excessive  toil  and  care,  and  that  give  opportunities  for  undisturbed 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  69 

sleep  in  the  daytime  to  night  nurses,  and  entire  immunity  to  all  from 
suggestions  of  the  hospital.  The  Nurses'  Home  of  the  Bellevue  Hos- 
pital provides  for  all  these  wants,  and  it  has  been  said  that  the  notice- 
able exemption  from  illness  which  the  nurses  of  that  institution  have 
enjoyed  is  largely  owing  to  their  cheerful  and  healthy  surroundings. 

The  maintenance  of  pupil  nurses  suggests  aninquiry  into  the  support 
of  the  schools  or  hospitals  to  which  they  are  attached.  Two  schools 
make  no  report  or  statements  that  bear  upon  financial  questions  ;  two, 
which  are  connected  with  public  hospitals,  are  supported  in  the  main 
by  city  appropriations.  The  income  for  1879  of  the  Bellevue  Hospital 
Training  School  for  Nurses  was:  services  of  nurses,  $13,142 ;  annual 
dues  of  members,  $2,920;  donations,  $3,230. 

The  Connecticut  Training  School  for  Nurses  received,  in  1877,  $1,003.55 
for  the  services  of  nurses,  while  its  entire  expenses  were  $1,922.12.  It 
has  an  endowment  of  $12,000. 

The  school  at  the  Woman's  Hospital  of  Philadelphia,  in  1879,  received 
enough  for  services  of  nurses  to  pay  the  expenses  incurred  by  the  hos- 
pital for  its  support. 

The  New  England  Hospital  receives  its  income  mainly  from  payments 
for  yearly  free  beds,  receipts  for  board,  treatment,  and  medicine,  income 
of  funds,  and  subscriptions  and  donations. 

The  Boston  Training  School  is  supported  by  receipts  for  nurse  serv- 
ices, subscriptions,  and  .donations,  and  income  of  funds. 

The  New  York  State  School  is  a  part  of  the  Brooklyn  Maternity 
(hospital),  which  derives  its  income  from  contributions  and  collections, 
city  appropriations,  pay  of  patients,  etc. 

The  Missouri  School  of  Midwifery  has  fees  of  $75  for  the  entire  course, 
and  $10  extra  if  the  pupil  be  admitted  to  the  dissecting  rooms. 

Instruction. — The  instruction  afforded  in  nurse  training  schools  seems 
to  divide  itself  naturally  into  practical,  or  that  received  at  the  bedside 
of  patients;  theoretic,  or  that  obtained  from  text-books  and  lectures; 
and  auxiliary,  or  that  which  is  useful  in  nurse-training,  but  not  spe- 
cifically a  part  of  it. 

Practical  nursing  must  Jbe  learned  at  the  bedside,  and  the  beds  of  a 
hospital  offer  the  best  opportunities.  There  the  nurse  may  observe  the 
treatment  of  persons  suffering  from  the  various  medical  and  surgical 
diseases,  or  who  have  undergone  surgical  operations,  and  thus  she  ac- 
quires an  extensive  and  valuable  experience  in  a  short  time.  Some- 
times there  may  be  only  a  special  class  of  patients  treated  in  the  hos- 
pital where  the  pupils  of  the  nurse  schools  do  their  work,  as  is  the  case 
in  the  Brooklyn  Maternity,  but  within  any  such  class  there  is  a  wide 
variety  of  diseases  and  dangers.  Usually  t  here  are  several  departments 
requiring  nursing  adapted  to  the  cases  included  in  each,  in  which  pupil 
nurses  serve  in  turn. 

In  the  Connecticut  Training  School  for  Nurses  "each  has  a  special 
place  assigned  to  her,  and  remains  several  weeks  in  charge  of  that  de- 
partment. In  the  course  of  the  year  she  acquires  experience  in  medi- 
cal, surgical,  fever,  and  confinement  cases." 

In  the  Boston  Training  School  for  Nurses  the  time  is  divided  between 
medical  and  surgical  cases,  and  between  day  and  night  duty,  and  each 
nurse  has  two  months  in  the  lying-in  hospital. 

At  Bellevue  Hospital,  all  the  female  wards,  two  male  wards,  the  Stur- 
ges  Pavilion  for  the  treatment  of  acute  surgical  cases,  and  the  lying- 
in  hospital,  attached  to  Bellevue,  are  nursed  by  pupils  of  the  school. 

Another  principal  advantage  in  hospitals  is  the  frequent  presence  of 
skillful  physicians  to  give  counsel  and  directions,  and  furnish  instruc- 


70  INDUSTEIAL   EDUCATION   IN   THE   UNITED    STATES. 

tionatatime  when  it  will  make  a  lasting  impression  on  the  pupil's  mind. 
Then  the  ad  vice  and  assistance  of  experienced  nurses,  especially  on  crit- 
ical occasions,  prepares  the  nurse  for  similar  emergencies  in  the  fut- 
ure, while  the  constant  oversight  of  both  head  nurses  and  physicians 
stimulates  the  pupil  to  form  habits  of  accuracy,  fidelity,  and  attentive- 
ness  to  patients.  Although  the  practical  drill  obtained  at  the  bedside 
under  the  supervision  of  experienced  persons  is  of  principal  value,  yet 
systematic  instruction  from  carefully  written  manuals  of  nursing,  and 
by  lectures  and  talks  on  subjects  pertaining  to  nursing,  is  not  neglected. 
The  course  of  instruction  is  very  similar  in  the  majority  of  the  schools, 
and  that  of  the  Connecticut  Training  School  for  Nurses  may  be  taken 
as  a  representative.  The  instruction  includes  (1)  the  dressing  of  blisters, 
burns,  sores,  and  wounds;  the  application  of  fomentations,  poultices,  and 
minor  dressings;  (2)  the  application  of  leeches;  (3)  the  administration 
of  enemas;  (4)  the  use  of  the  catheter;  (5)  the  keeping  of  tempera- 
ture records ;  (G)  the  best  method  of  applying  friction  to  the  body  and 
extremities;  (7)  the  management  of  helpless  patients;  removing,  chang- 
ing, giving  baths  in  bed,  preventing  and  dressing  bed  sores,  and  man 
aging  positions;  (8)  bandaging,  making  bandages  and  rollers;  (9) 
making  patients'  beds  and  removing  sheets  while  the  patient  is  in  bed; 
(10)  the  keeping  of  all  utensils,  sponges,  bed,  tables,  etc.,  perfectly 
clean. 

Other  subjects  of  instruction  mentioned  in  courses  of  training  else- 
where are  warming,  ventilation,  and  care  of  sick  rooms;  the  making  of 
accurate  observations  and  reports  to  the  physician  on  the  state  of  the 
secretions,  expectoration,  pulse,  skin,  appetite,  temperature  of  the 
body,  intelligence,  as  stupor  or  delirium,  breathing,  sleep,  condition 
of  wounds,  eruptions,  formation  of  matter,  effects  of  diet  or  medicine; 
management  of  convalescents;  attention  during  confinement  and  care 
of  new-born  infants ;  management  of  trusses  and  other  appliances ;  the 
giving  of  baths;  the  stopping  of  hemorrhages;  disinfectants.  Some  of 
the  schools  specify  that  examinations  in  the  studies  pursued  are  held 
either  at  appointed  intervals  or  at  the  option  of  the  examining  officers. 
The  annual  report  of  one  institution  says  that  there  have  been  140  class 
recitations  to  the  lady  superintendents  and  five  formal  examinations 
conducted  by  members  of  the  hospital  staff.  Another,  "  Our  superin- 
tendent teaches  the  nurses  from  the  best  manuals  we  can  procure,  and 
examines  them  on  the  lesson.  There  are  quarterly  examinations  by  the 
lecturers  and  by  the  medical  men  among  the  directors." 

The  theoretic  instruction  in  several  of  the  schools  is  received  only 
by  lectures  on  the  fundamental  subjects  of  training.  The  Washing- 
ton Training  School  announced  for  1880-'81  six  lectures  upon  each 
of  the  following  subjects,  viz:  Anatomy,  physiology,  surgical  nursing, 
medical  (hospital)  nursing,  obstetrical  nursing,  medicines  and  dietetics, 
and  nursing  of  children.  The  Boston  City  Hospital  had  provided  40 
lectures  for  the  training  school  in  1879-'SO,  as  follows:  On  nursing  of 
insane  patients,  circulation  of  the  blood,  care  of  surgical  instruments 
and  appliances,  one  lecture  each ;  on  poisons,  common  sense  in  the  sick 
room,  nursing  and  care  of  skin  diseases,  nursing  and  dressing  of  fract- 
ures, two  lectures  each ;  on  eruptive  fever,  administering  of  medicine, 
nursing  in  confinement,  physiology  and  food,  care  of  nervous  patients, 
three  lectures  each;  on  care  of  the  eyes,  four  lectures;  on  anatomy  and 
surgical  dressings  and  appliances,  five  lectures  each ;  on  general  dis- 
eases and  emergencies,  six  lectures. 

The  education  of  pupil  nurses  in  branches  collateral  to  their  profession 
is  not  extensively  attempted  in  the  training  schools.  Usually  they  are 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  71 

taught  how  to  prepare  delicacies  for  the  sick,  attractive  articles  of  diet, 
and  the  drinks  and  stimulants  in  common  use.  On  the  subject  of  med- 
ical instruction  the  secretary  of  the  Connecticut  Training  School  for 
Nurses  remarks : 

Whilst  far  from  wishing  our  nurses  to  be  so  learned  as  to  think  they  know  as  much 
as  the  physicians,  we  are  desirous  to  have  them  understand  the  structure  of  the  hu- 
man body  and  all  its  functions ;  for  this  purpose  they  study  from  text  books  on  phys- 
iology, anatomy,  and  midwifery,  reciting  to,  and  receiving  valuable  instruction  from, 
the  head  nurse,  who  also  conducts  quarterly  examinations  in  these  studies  in  the 
presence  of  the  ladies  of  the  executive  committee. 

Results. — The  success  of  these  training  schools  may  be  seen  in  the 
excellent  work  done  by  the  pupil  nurses  in  both  hospitals  and  private 
houses,  in  the  thorough  preparation  they  give  for  a  life  work  in  a  noble 
calling,  and  in  the  appreciation  in  which  their  services  are  held  by  the 
medical  profession  and  others  after  their  graduation.  A  report  speaks 
thus  of  the  benefits  which  the  establishment  of  the  nurse  training 
school  brought  to  the  inmates  of  the  Charity  Hospital  of  New  York : 

The  change  wrought  in  the  hospital  was  sudden  and  radical.  The  nurses  them- 
selves were  of  a  better  class  than  it  was  thought  possible  to  secure,  many  of  them 
being  ladies  of  culture  and  refinement.  Abuses  which  had  existed  since  the  founda- 
tion of  the  hospital  were  at  once  swept  away.  The  care  and  sympathy  received  by 
the  patients  promoted  their  recovery,  while  the  presence  among  them  of  the  pupils 
of  the  school  so  improved  the  moral  tone  of  the  institution  that  the  calls  for  punish- 
ment were  no  longer  necessary  and  were  removed.  The  death  rate  of  the  hospital 
has  steadily  diminished  since  the  introduction  of  the  training  school.  *  *  Other 
causes  have  contributed  to  diminish  the  mortality,  but  none  so  much  as  the  increased 
efficiency  in  nursing,  due  to  the  careful  training  of  intelligent  nurses. 

Quotations  from  two  reports  will  fudicate  the  excellence  of  the  work 
done  by  the  pupils  in  private  families  and  the  constant  demand  from, 
that  direction. 

A  recent  report  of  the  Connecticut  Training  School  for  Nurses  says : 

We  have  been  able  to  respond  this  year  to  thirty-six  applications  for  the  services 
of  trained  nurses,  and  in  each  case  the  one  sent  has  returned  to  us  with  a  certificate 
from  the  patient  or  the  attending  physician  which  testified  to  her  efficiency  and  the 
value  of  the  school  as  an  educator. 

The  Bellevue  Training  School  says : 

The  demand  for  nurses  in  private  families  has  increased  far  beyond  the  ability  of 
the  school  to  supply.  One  hundred  and  forty  persons  have  been  attended  by  nurses 
from  the  school,  and  twenty-nine  graduated  nurses  have  been  fully  employed  during 
the  year  in  New  York  and  the  vicinity.  The  managers  have  been  much  gratified  by 
the  satisfactory  reports  which  the  nurses  have  brought  back  from  physicians  and 
employers. 

The  following  paper  is  sent  with  pupils  that  go  out  from  this  school 
for  the  purpose  of  private  nursing. 

New  York  Training  School  for  Nurses,  426  East  Twenty-sixth  street. 

,  18- . 

This  day  the  nurse has  been  sent  on  the  recommendation  of 

to  nurse  in  case  of . 

Superintendent. 

REGULATIONS. 

The  charge  for  the  services  of  a  nurse  is  $3  per  day,  or,  if  employed  one  week  or 
more,  $16  per  week.  Traveling  expenses  and  washing  to  be  paid  by  the  family  em- 
ploying the  nurse. 

All  applications  must  be  made  personally,  or  in  writing,  to  the  superintendent. 

WJben  the  nurse's  services  are  no  longer  required,  this  sheet  of  paper  is  to  be  re- 
turned, sealed  up,  with  a  candid  statement,  on  the  fly-leaf,  of  her  conduct  and  effi- 


72  INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 

ciency,  either  from  one  of  the  family  or  the  medical  attendant,  together  with  infor- 
mation of  the  amount  to  be  paid,  and  whether  it  is  inclosed  or  will  be  paid  at  the 
office  of  the  society. 

The  nurse  is  to  be  allowed  reasonable  time  for  rest  in  every  twenty-four  hours;  and 
when  her  services  are  needed  for  several  consecutive  nights,  at  least  six  hours  in  the 
day  out  of  the  sick  room  must  be  given  her. 

Except  in  cases  of  extreme  illness  the  nurse  must  be  allowed  opportunity  to  attend 
church  once  every  Sunday. 

When  on  duty  the  nurse  is  always  to  wear  the  dress  prescribed  for  her  by  the 
regulations  of  the  society. 

Patients  and  their  friends  are  invited  to  contribute  to  the  general  funds  of  the 
society,  and  thus  assist  in  enabling  it  to  aiford  the  advantages  of  gratuitous  nursing 
to  the*  poor,  which  is  one  of  the  objects  the  association  hopes  to  accomplish. 

Where  it  is  possible,  a  few  days'  notice  of  the  nurse's  return  to  the  home  should  be 
sent  to  the  superintendent. 

Copy  of  paper  to  be  returned  by  employers. 

,  18-. 

The  services  of  the  nurse being  no  longer  required,  she  is  this  day 

set  at  liberty  to  return  home,  and  the  sum  of  $ ,  being  the  remuneration  for  her 

attendance,  is  

(Signed) . 

Eemarks  as  to  conduct,  efficiency,  etc. 

The  post  graduate  success  of  educated  nurses,  which  is  the  evi- 
dence of  their  training,  is  manifest  from  the  continued  call  for  their 
services  in  preference  to  those  of  any  others,  and  receives  further  proof 
from  letters  written  by  those  who  have  observed  their  work  ;  and  the 
same  may  be  said  by  the  citizens  of  %ny  city  possessing  a  nurse  training 
school  that  Felix  Adler  said  of  the  one  at  Bellevue  : 

It  is  one  of  the  beneficent  institutions  of  our  city,  in  which  every  New  Yorker  may 
take  a  legitimate  pride,  and  of  which  there  can  be  no  doubt  that  it  is  destined  to  be- 
come a  source  of  inestimable  blessing  to  the  community. 

EDUCATION  IN  MISCELLANEOUS  INDUSTRIES. 

Telegraphy. — Women  may  receive  instruction  in  telegraphy  in  at 
least  thirty-three  business  colleges  and  commercial  departments  ;  in 
five  or  six  colleges  not  having  such  a  department ;  in  a  few  institutions 
for  the  superior  instruction  of  women  ;  and  in  several  special  schools, 
among  which  the  Cooper  Union  School  of  Telegraphy  is  pre-eminent. 
The  following  is  its  report  for  1882: 

This  school  admitted  60  pupils  this  year.  About  160  applied  at  the  regular  exam- 
ination and  passed,  but  they  could  not  be  admitted  to  the  class  for  want  of  room. 
The  Western  Union  Telegraph  Company  has  so  far  interested  itself  in  this  school  as 
to  pay  a  teacher,  who  trains  the  pupils  in  the  thorough  methods  of  that  company. 
They  can  thus  draw  competeut  operators  for  their  offices  from  this  school,  and  have 
provided  a  large  proportion  of  the  graduates  of  this  school  in  times  past  with  employ- 
ment on  their  lines,  although  they  are  under  no  special  obligation  to  provide  a  place 
for  any.  At  present  the  supply  of  operators  is  less  than  the  demand ;  and  the  exten- 
sion of  lines  going  on  rapidly  over  this  vast  country  will  always  make  a  steady  de- 
mand for  the  employment  of  "women  in  telegraphy.  Their  fidelity,  intelligence,  and 
patience  will  always  give  them  the  larger  share  of  this  kind  of  work,  from  which 
the  young  men  are  drawn  away  by  a  more  active  and  ambitious  life.  The  number  of 
pupils  remaining  at  the  end  of  six  months'  instruction  was  55,  and  the  number  re- 
ceiving certificates  was  28. 

Stenography. — There  are  a  few  institutions  for  higher  instruction  fur- 
nishing training  in  some  form  of  short-hand  writing,  among  them  Oska- 
loosa  (Iowa)  College  and  Battle  Creek  (Mich.)  College.  The  usual  places 
of  instruction  are  private  classes,  of  which  the  office  has  no  information, 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  73 

and  business  colleges,  some  twenty  of  which  offer  this  branch  of  instruc- 
tion to  ladies  as  well  as  gentlemen. 

Practical  design  for  manufactures. — A  school  of  practical  design  is  con- 
nected with  the  Massachusetts  Institute  of  Technology.  The  art  of 
making  designs  for  fabrics  is  taught  by  means  of  practical  work  done 
under  the  personal  direction  of  a  skilled  designer.  The  course  embraces 
technical  manipulations,  copying  and  variation  of  designs,  original  de- 
signs or  composition  of  patterns,  and  the  making  of  working  drawings. 
A  weaving  department  is  associated  with  the  school,  and  observation 
of  manufacturing  on  a  larger  scale  is  made  during  occasional  visits  of 
inspection.  The  expense  to  pupils  is  about  $5  a  year  for  instruments 
and  material.  Applicants  are  required  to  show  some  acquaintance  with 
free-hand  drawing  and  the  use  of  drawing  instruments. 

Printing. — The  employment  of  women  in  printing  offices  is  increasing, 
and,  in  order  to  encourage  them  in  fitting  themselves  for  remunerative 
positions  in  these  offices,  the  Kansas  Agricultural  College  remits  the 
fees  of  women  taking  the  courses  of  instruction  in  printing.  Two  courses 
are  pursued  in  this  art.  In  one  the  student  is  given  a  general  view  of 
the  rise  and  progress  of  printing,  of  type-founding,  stereotyping,  electro- 
typing,  and  lithography.  He  (or  she)  is  taught  the  implements  or  tools 
employed  in  typography  and  how  to  use  them,  composition,  imposition, 
principles  and  practice  in  plain  and  ornamental  job-work,  presses  and 
their  working,  technical  terms,  and  general  duties  of  a  first-class  work- 
man. The  second  course,  the  lessons  of  which  alternate  with  those  in 
the  first,  embraces  instruction  in  spelling,  capitalization,  punctuation, 
proof-reading,  and  correcting,  preparation  of  essays  a;nd  criticisms  on 
the  same,  and  such  other  miscellaneous  work  as  will  make  the  student 
accurate  and  expert  in  language. 

Dairying. — During  the  spring  term  daily  instruction  and  practice  in 
the  different  branches  of  dairying  is  given  the  ladies  of  the  second  year 
in  the  Kansas  State  Agricultural  College  by  the  professor  of  agricult- 
ure. 

Horticulture. — It  has  seemed  proper  to  several  institutions  to  provide 
instruction  in  horticulture  with  special  reference  in  some  cases  to  the 
training  of  women.  The  Agricultural  College  of  Missouri  justifies  the 
existence  in  it  of  an  extended  horticultural  course,  on  the  ground  that 
it  is  but  a  fair  recompense  to  the  women  of  the  State,  who  have  suc- 
ceeded in  creating  a  taste  for  the  cultivation  of  fruits  and  flowers  and 
for  ornamental  grounds,  that  their  daughters,  as  well  as  their  sons,  be 
provided  with  a  school  where  they  may  perfect  themselves  in  these 
pursuits.  The  course  extends  over  four  semesters,  and  includes  propa- 
gation of  plants,  pruning  and  training,  gardens  and  gardening,  flori- 
culture and  transplanting,  pomology  and  forestry,  ornamental  trees  and 
shrubs. 

Facilities  for  the  study  of  horticulture  are  provided  in  Cornell  Uni- 
versity, Ithaca,  New  York,  the  instruction  being  given  throughout  the 
third  year  in  the  agricultural  course.  During  the  first  term,  attention 
is  given  to  fruit  culture  and  forestry ;  during  the  second,  to  vegetable 
culture;  the  third,  to  floriculture,  including  landscape  gardening.  The 
general  subject  (of  floriculture)  is  divided  into  the  following  topics : 
window- gardening,  general  management  of  house  plants,  hanging  bask- 
ets, climbing  vines,  flowering  bulbs,  ferneries,  wardian  cases,  etc. ;  out- 
door flower-gardening,  lawns,  ornamental  shrubs  and  trees,  commercial 
flower- gardening. 

Similar  horticultural  courses  exist  in  many  of  the  other  institutions 
endowed  with  the  national  land  grant,  and  one  or  two  colleges  have 


74  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

also  introduced  instruction  in  horticulture,  but  the  office  has  no  infor- 
mation from  which  it  can  judge  of  the  success  of  their  work. 

SECTION  4. 
CONCL  USION. 

The  results  expected  of  industrial  education,  and  foreshadowed  al- 
ready by  past  achievements,  are  found  in  the  improvement  of  our  man- 
ufactures, the  elevation  of  the  producing  classes,  the  removal  of  obsta- 
cles to  learning  a  trade,  the  diminution  of  crime,  the  popularization  of 
education,  and  the  dissemination  of  peculiarly  American  ideas. 

The  manufacturer  is  aided  by  industrial  education  through  the  im- 
provement of  his  products.  His  success  depends  on  the  demand  for  his 
goods  at  reasonable  prices.  This  demand  is  regulated  by  the  needs  of 
customers.  They  ask  for  durability  of  material,  attractiveness  of  de- 
sign, and  excellence  of  workmanship  in  whatever  they  purchase  for  per- 
manent use.  Manufactures  improve  as  they  become  possessed  of  these 
and  similar  qualities,  which  can  be  economically  secured  only  by  the 
application  of  technical  knowledge.  Durability  arises  from  excellence 
of  raw  material  and  is  retained  by  the  selection  of  the  right  processes 
by  which  to  convert  it  into  the  state  in  which  it  finally  appears.  The 
quality  of  raw  materials  is  not  unfrequently  to  be  determined  by  chem- 
ical tests,  and  many  of  the  processes  of  its  manufacture  are  regulated 
by  chemical  principles.  The  science  which  guides  in  the  determination 
of  these  processes  must  be  the  one  which  will  lead  to  their  improvement 
and  perfection.  Hence  courses  in  chemistry  are  established  in  our 
principal  polytechnic  schools  as  well  as  in  colleges  of  agriculture  (to 
which  science  chemistry  makes  liberal  contribution),  and  in  schools  of 
mining  and  metallurgy.  For  a  similar  purpose  engineers  are  taught  to 
determine  the  strength  of  materials  used  in  building  railroads  and 
bridges,  houses  and  machines.  Investigations  in  the  domain  of  physics 
and  chemistry  have  frequently  taught  the  skillful  application  of  new  and 
serviceable  agents  to  the  production  of  labor.  Efforts  to  render  prod- 
ucts more  attractive  in  design  are  being  made  through  schools  and 
school  systems  by  the  introduction  of  drawing.  From  this  art  archi- 
tects and  designers  acquire  the  power  to  represent  the  forms  and  pat- 
terns which,  according  to  their  judgment,  will  be  most  acceptable. 
Whether  utility  or  elegance  is  the  end  to  be  obtained,  it  matters  not. 
Either  calls  for  the  draughtsman's  best  production.  In  fact,  the  pres- 
entation of  proofs  that  increased  attractiveness  in  manufactured  goods 
comes  from  excellence  in  drawing  would  be  needless. 

The  end  to  which  drawing  contributes  most  frequently  is  accuracy  of 
mechanical  construction.  The  pencil  precedes  the  hand  and  the  ma- 
chine. It  leaves  little  for  them  to  do  but  to  execute  with  exactness  the 
most  minute  details.  In  order  to  do  this  the  workman  must  be  able  to 
interpret  the  drawings  and  reproduce  the  indicated  forms.  He  must 
understand  the  language  in  which  they  are  described,  and  acquire  by 
education  and  experience  the  ability  to  obey  it.  Men  of  this  class  have 
laid  out  our  railways,  opened  our  mines,  started  and  improved  our 
manufactories,  and  built  our  houses.  They  have  aided  in  increasing 
our  industries  35  per  cent,  in  the  last  decade  and  in  compelling  an 
English  confession  that  "the  United  States  will  probably  pass  us  in 
the  ensuing  decade"  in  the  value  of  her  industries. 

The  elevation  of  the  working  classes  is  an  inevitable  result  of  edu- 
cating them  in  industries.  The  direct  effect  upon  the  intellect  is  great 
and  beneficial.  The  immediate  moral  influence  is  of  the  best.  A  manly 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  75 

feeling  is  awakened  and  kept  alive  by  the  consciousness  of  power  and 
skill  to  do.  An  incentive  to  enterprise  and  frugality  is  set  forth.  It 
has  been  laid  down  as  a  rule  by  Prof.  Edward  Atkinson  that — 

Other  things  being  equal,  high  wages  coupled  with  low  cost  are  the  necessary  result 
of  the  most  intelligent  application  of  machinery  to  the  arts,  provided  the  education 
of  the  operative  keeps  pace  with  the  improvement  of  the  machinery. 

In  this  way  wages  are  increased  and  the  cost  of  living  diminished. 
Things  consumed  are  not  made  expensive  through  waste  caused  by 
ignorance.  It  is  a  fact,  recognized  by  manufacturers,  that  more  highly 
skilled  and  better  paid  laborers  produce  goods  at  lower  cost.  Under 
these  circumstances  a  laboring  man  can  reasonably  entertain  hopes 
that  he  may  possess,  by  careful  industry  and  economy,  the  things  which 
his  better  nature  most  craves,  a  home,  the  implements  of  his  trade,  a 
few  books,  some  dollars  in  the  bank.  The  time  seems  to  have  come  when 
a  poor  man's  family  need  not  be  his  misery.  Property  may  accumu- 
late ;  wealth  possibly  be  attained.  The  moral  value  of  such  possibilities 
is  incalculable;  and  therein  lies  the  elevating  power  of  industry  well 
paid  and  well  performed,  and  of  education  toward  some  of  its  branches. 
Few  will  deny  that  the  training  for  a  legitimate  calling,  and  the  pur- 
suit of  it  witb  earnest  application  and  perseverance,  though  done  for 
the  express  purpose  of  gaining  a  competency,  contributes  to  morality 
and  virtue,  and  lays  no  stumbling  blocks  in  the  way  of  intelligence  and 
education.  There  are  the  soundest  reasons  for  believing  that  the  in- 
strumentalities in  operation  for  the  promotion  of  industrial  education 
are  silently  yet  powerfully  lifting  the  laborer  to  a  higher  position.  The 
immediate  future  will  reveal  this  truth  clearly.  The  well  known  statis- 
tician Col.  Carroll  D.  Wright  cautiously  and  significantly  says : 

There  is  a  slow  but  constant  decrease  in  the  number  of  laborers  who  seem  to 
be  doomed  to  remain  at  the  bottom ;  a  decrease  in  the  number  who  are  able  to  employ 
nothing  but  muscle.  If  this  be  true,  and  all  my  own  observations  indicate  it,  the 
status  of  what  is  now  unskilled  labor  will  be  vastly  improved  during  the  next  genera- 
tion. 

A  recent  writer  on  Holland  represents  the  peasants  around  Grouin- 
gen  as  wandering  about  the  city  after  their  produce  is  sold  and  their 
purchases  made  "  casting  compassionate  glances  at  all  that  population 
of  shop-keepers,  clerks,  professors,  officials,  proprietors,  who,  in  other 
countries,  are  envied  by  those  who  till  the  ground,  but  here  are  re- 
garded by  them  in  the  light  of  poor  people."  It  is  not  impossible  that 
the  industrial  classes  of  our  country  may  be  brought  by  suitable  edu- 
cation to  occupy,  and  realize  that  they  do  occupy,  a  place  to  be  envied 
by  many  of  those  engaged  in  mercantile  and  professional  pursuits. 
George  MacDonald  is  credited  with  saying : 

I  would  gladly  see  a  boy  of  mine  choose  rather  to  be  a  blacksmith,  or  a  watchmaker, 
or  a  book-binder,  than  a  clerk.  Production,  making,  is  a  higher  thing  in  the  scale  of 
i  eality  than  mere  transmission,  such  as  buying  and  selling.  It  is,  besides,  easier  to 
do  honest  work  than  to  buy  and  sell  honestly. 

The  entrance  to  industrial  occupations  has  been  beset  by  difficulties 
and  discouragements.  The  apprenticeship  system  first  degenerated 
and  then  died.  Scarcely  any  one  but  a  father  will  direct  a  novice 
in  mechanical  labor,  and  he  rarely  has  ability  and  opportunity.  Now 
the  defect  is  being  remedied.  Boys  are  going  from  our  manual  train- 
ing schools  and  departments  of  mechanical  engineering  to  honorable 
and  responsible  positions  in  mills,  foundries,  and  factories.  Three  or 
four  years  of  study  and  practice  have  given  them  a  broad  intelligence 
and  more  training  than  the  customary  seven  years'  of  apprenticeship 
ordinarily  gave  to  boys  of  the  olden  time.  By  these  schools,  whose 


76  INDUSTRIAL   EDUCATION   IN   THE    UNITED   STATES. 

work  has  been  reviewed  in  the  preceding  pages,  the  question  of  how 
to  obtain  preparation  for  industrial  employment  has  been  answered. 

Industrial  education  dignifies  labor  as  well  as  opens  doors  to  its  skill- 
ful and  remunerative  performance.  If  labor  has  a  noble  end  and  pur- 
pose, if  it  employs  intellect,  if  it  abundantly  rewards  its  servants,  then 
it  is  worthy  to  be  crowned. 

The  perfection  of  our  manufactures,  the  facilitating  of  commerce,  the 
unearthing  of  mineral  wealth,  the  economizing  of  the  fertility  of  farms, 
the  dissemination  of  practical  knowledge,  these  are  ends  which  are  being 
served  by  the  graduates  of  our  industrial  institutions.  These  ends  do 
not  lack  nobility.  These  forms  of  labor  require  the  exercise  of  high  in- 
tellectual powers.  The  attainments  are  of  no  mean  order  which  enable 
a  man  to  perform  the  great  feats  of  engineering  for  which  our  country 
is  becoming  known  or  which  are  required  of  superintendents  of  exten- 
sive factories.  Even  the  doing  of  a  single  thing  understandingly  and 
well  brings  the  doer  respect  from  himself  and  his  neighbor  and  digni- 
fies his  calling.  "  It  is  the  privilege  of  any  human  work  which  is  well 
done,"  says  Emerson,  "to  invest  the  doer  with  a  certain  haughtiness. 
He  can  well  aflbrd  not  to  conciliate  whose  faithful  work  will  answer  for 
him." 

The  diminution  of  crime  is  to  be  expected  from  the  diffusion  of  indus- 
trial education.  The  percentage  of  criminals  who  have  received  even 
the  elements  of  an  education  is  small.  An  authority  on  the  subject  has 
said  that  "one-third  of  all  criminals  are  totally  uneducated,  and  that 
four-fifths  are  practically  uneducated."  Yet  when  the  relative  number 
of  convicts  who  are  illiterate  is  compared  with  the  number  of  those  who 
have  not  learned  a  trade  it  is  found  to  be  much  smaller.  It  is  stated  by 
Dr.  Wines  that  in  Baden  only  4  per  cent,  of  the  prisoners  are  unable  to 
read  when  received,  and  that  they  are  for  the  most  part  fond  of  reading, 
but  that  50  per  cent,  have  not  learned  a  trade;  in  Bavaria  12  per  cent, 
are  illiterate,  29  per  cent,  ignorant  of  a  trade.  Mr.  Charles  F.  Thwing 
a  few  years  since  claimed  that  00  per  cent,  of  the  inmates  of  the  Michi- 
gan State  prison  had  no  trade,  while  less  than  25  per  cent,  could  not 
read,  write,  and  cipher ;  that  in  the  prison  of  Minnesota  3.7  of  235  pris- 
oners could  not  read  and  write,  130  never  learned  any  business ;  and 
that  in  the  Iowa  penitentiary  the  ratio  of  illiterate  convicts  to  those  un- 
skilled in  a  trade  was  about  1  to  6. 

Whatever  may  be  the  reliability  of  these  figures  it  cannot  be  denied 
that  the  lack  of  technical  training  is  a  prolific  cause  of  crime.  This  lack 
is  being  supplied  to  some  extent  by  recently  established  schools,  which 
both  afford  opportunities  for  such  training  and  draw  public  attention  to 
the  existing  need  of  it. 

The  introduction  of  industrial  features  into  educational  institutions 
has  a  tendency  to  relieve  education  of  the  accusation  that  it  is  unpracti- 
cal. There  are  those  that  ask  of  our  schools  more  than  they  are  intended 
to  furnish.  Their  voice  in  years  past  called  into  being  manual-labor  and 
half-time  schools.  Since  the  failure  of  these  means  to  realize  the  ex- 
pectations of  their  advocates,  believers  in  education  for  industrial  la- 
bors have  been  uncertain  what  course  to  adopt  in  carrying  out  their 
views.  Now  it  may  be  said  with  safety  that  the  mass  of  our  citizens 
are  convinced  that  the  educational  systems  and  institutions  of  the 
country  are  above  reproach,  and  will  be  modified  by  the  introduction  of 
new  features  as  they  are  needed.  A  minority  are  disposed  to  be  criti- 
cal and  assert  that  education  is  unwisely  conducted,  and  that  govern- 
mental aid  might  be  applied  more  reasonably  to  the  establishment  of 
public  farms  and  work-shops  for  training  purposes  than  to  public  schools. 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  77 

That  which  has  seemed  better  to  them  than  existing  methods  is  taking 
place.  It  may  be  anticipated  that  as  the  day  approaches  when  training 
in  mechanic  arts  and  agriculture  shall  be  as  possible  as  in  literature 
and  science  the  sounds  of  complaint  will  be  fewer  and  prejudice  less 
frequently  will  dull  the  weapons  by  which  the  forces  of  ignorance  are 
being  destroyed. 

Finally,  the  protection  of  American  institutions  demands  the  indus- 
trial education  of  our  youth,  that  they  may  carry  our  ideas  of  obedience 
to  law  and  our  republican  principles  into  the  midst  of  the  multitude  of 
foreigners  that  crowd  our  factories  and  our  mines  and  perform  much  of 
our  labor. 

Ours  is  a  peculiar  nation.  In  it  the  principles  of  morality  prevailing 
in  civilized  countries  are  upheld  with  warmth  and  reason.  Our  polit- 
ical principles  are  distinctive  and  characteristic.  Daniel  Webster  enu- 
merated them  in  one  of  his  great  .speeches.  They  are  the  establishment 
of  popular  governments  on  the  basis  of  representation  ;  the  recognition 
of  the  will  of  the  majority,  fairly  expressed,  as  having  the  force  of  law  ; 
the  supremacy  of  law  as  the  rule  of  government  for  all,  and  the  exist- 
ence of  written  constitutions  founded  on  the  authority  of  the  people. 
He  asserted  his  belief  that  the  influence  of  town  meetings  in  which 
American  principles  were  recognized  and  followed  made  those  who  went 
from  them  to  dig  gold  in  California  a  more  fit  to  make  a  republican 
government  than  any  body  of  men  in  Germany  or  Italy."  If  there  be 
added  to  the  lessons  of  our  political  gatherings  and  elections  education 
in  the  essentials  of  government,  instruction  in  the  sciences  contributing 
to  human  prosperity,  familiarity  with  the  languages  of  civilization, 
sound  rules  for  the  conduct  of  life,  and  training  for  an  ennobling  and 
enriching  occupation,  then  American  youth  will  be  prepared  oftener  to 
fill  leading  places  in  industries,  will  win  respect  for  their  skill,  learning, 
and  wisdom,  and,  being  respected  and  trusted,  will  be  enabled  to  en- 
shrine American  liberty  more  securely  in  the  hearts  of  laboring  men. 
So  our  land  shall  be  the  home  of  a  sale  and  permanent  nation,  "where 
an  industrious  population  advances  like  a  victorious  army,  where  the 
poor  find  work,  the  laborer  becomes  a  proprietor,  the  proprietor  grows 
rich,  and  all  have  the  hope  of  a  prosperous  future  5"  and  the  ends  of 
our  industrial  education  will  be  accomplished. 


APPENDIXES. 


(79) 


APPENDIX   A. 


STATEMENTS  EESPECTING  THE  INDIVIDUAL  INSTITUTIONS  ENDOWED 
WITH  THE  NATIONAL  LAND  GEANT. 

ALABAMA. 
STATE  AGEICULTUKAL  AND  MECHANICAL  COLLEGE. 

[Report  of  President  I.  T.  TICHENOE,  D.  D.] 

In  compliance  with  your  request,  I  have  the  honor  to  submit  the  following  report  of 
the  Agricultural  and  Mechanical  College  of  Alabama. 

It  was  designed  that  this  college  should  conform,  as  nearly  as  its  means  would  permit, 
to  the  demands  of  the  law  of  Congress:  that  without  excluding  other  scientific  and  classi- 
cal studies  and  including  military  tactics,  its  leading  object  should  be  to  teach  those 
branches  of  learning  which  relate  to  agriculture  and  the  mechanic  arts,  with  a  view  to 
furnishing  a  liberal  and  practical  education  to  the  industrial  classes. 

If  in  any  respect  we  have  come  short  of  this  design,  it  has  been  because  we  lacked  the 
means  for  "its  full  accomplishment. 

Our  endowment  is  derived  entirely  from  the  sale  of  lands  donated  by  act  of  Congress, 
and  consists  of  Alabama  State  bonds  amounting  to  $253,500,  bearing  8  percent,  interest, 
payable  semi-annually.  The  only  other  source  of  income  is  an  incidental  fee  of  $15  per 
annum  charged  each  student.  Our  annual  income  from  these  sources  averages  about 
$22,500. 

The  grounds  and  buildings  were  donated  to  the  college  by  the  trustees  of  the  East  Ala- 
bama College.  The  cost  of  the  main  building,  which  was  erected  in  1858,  was  about 
$65,000. 

A  farm,  donated  by  citizens  of  Auburn,  to  which  additions  have  been  made  by  purchase, 
comprises  about  100  acres,  with  farm-house,  stables,  &c. 

The  annual  expenses  of  the  college  are  equal  to  its  income  of  $22,500.  The  salaries  of 
professors  and  instructors  amount  to  $17,600  per  annum. 

The  faculty  of  the  college  (1880)  consists  of  (1)  a  president,  who  is  professor  of  moral 
philosophy,  (2)  a  professor  of  engineering,  who  is  also  commandant,  (3)  a  professor  of 
ancient  languages,  (4)  a  professor  of  chemistry,  (5)  a  professor  of  mathematics,  (6)  a  pro- 
fessor of  agriculture,  (7)  a  professor  of  natural  history,  (8)  three  instructors,  two  of  whom 
are  engaged  as  teachers  in  the  preparatory  departments. 

The  number  of  students  for  the  year  ending  June,  1879,  was  279.  The  number  in  classes 
last  year  was:  First  class,  13 ;  second  class,  31 ;  third  class,  51 ;  fourth  class,  78 ;  preparatory 
department,  104;  post-graduates,  2. 

The  number  of  graduates  of  the  college  since  its  organization  in  1 872  is  42 ;  of  these  there 
have  been  graduates  in  the  literary  course,  14;  scientific  course,  7;  engineering  course,  14; 
agricultural  course,  7. 

The  inability  of  many  of  our  students  to  remain  at  college  long  enough  to  accomplish 
the  entire  course  has  greatly  diminished  the  number  of  graduates.  Seven  hundred  and 
fifty  young  men  have  received  instruction  here  since  the  organization  of  the  college;  many 
of  these  who  did  not  graduate  are  engaged  in  useful  and  honorable  vocations. 

Of  those  who  have  terminated  their  connection  with  the  institution  whose  employment 
we  have  been  able  to  ascertain,  there  are  engaged  in  agriculture,  222;  mechanical  pursuits, 
40;  teaching,  30;  the  professions,  40;  and  commerce,  90;  while  the  occupation  of  94  others 
is  unknown. 

There  are  now  (1880)  in  college  228  students  in  classes,  as  follows:  first  class,  20;  sec- 
ond class,  18;  third  class,  57;  fourth  class,  59;  preparatory  department,  74. 

No  law  of  the  college  excludes  women,  but  public  opinion  prohibits  them  from  sharing 
its  benefits.  The  faculty  have  brought  this  matter  to  the  attention  of  the  board  of  trust- 
ees, and  have  expressed  their  almost  unanimous  desire  that  women  should  be  invited  to 
enter  the  college;  but  the  board  has  not  seen  proper  to  adopt  their  recommendation. 

For  information  as  to  the  means  for  practical  application  of  instruction,  you  are  respect- 
fully referred  to  the  reports  of  the  professors  of  chemistry,  agriculture,  and  engineering, 
and  the  commandant  of  the  college,  herewith  submitted. 
Very  respectfully,  your  obedient  servant, 

I.  T.  TICHENOR, 

President. 

S.  Ex.  25 6  81 


82  INDUSTRIAL    EDUCATION   IN    THE    UNITED    STATES. 

The  following  statements  accompany  President  Tichenor's  report: 
Statement  of  the  professor  of  agriculture. 

I  present  herewith  an  outline  of  the  course  of  study  in  the  agricultural  department  of 
this  institution.  The  course  requires  four  years  for  its  completion,  entitling  the  student 
who  stands  an  approved  examination  in  all  the  studies  embraced  in  it  to  the  degree  of 
* '  bachelor  of  scientific  agriculture. ' ' 

The  first  two  years  of  the  course  are  devoted  to  studies  which  are  common  to  the  usual 
college  course  in  the  freshman  and  sophomore  years,  except  that  modern  languages 
(French  and  German)  may,  if  the  student  elects,  be  substituted  for  Greek  and  Latin.  The 
last  two  years  are  devoted  to  technical  instruction,  embracing  the  following  subjects: 

(1)  Mechanics  and  physics,  in  which  the  class  makes  daily  recitations  during  the  first 
term  (five  months)  of  the  junior  year. 

(2)  Botany,  two  recitations  weekly  during  the  second  term  of  the  junior  year. 

(3)  Descriptive  astronomy  and  meteorology,  three  recitations  weekly  during  the  first 
term  of  the  senior  year. 

(4)  Geology  and  mineralogy,  three  recitations  weekly  during  the  second  term  of  the 
senior  year. 

(5)  Zoology  and  entomology,  two  recitations  throughout  the  first  and  second  terms  of 
the  senior  year. 

(6)  Agricultural  chemistry,  with  practical  instructions  in  qualitative  and  quantitative 
analysis  of  soils  and  fertilizers,  to  which  two  hours  are  devoted  daily  throughout  the  first 
and  second  terms  of  the  junior  year. 

(7)  Vegetable  physiology,  embracing  the  structure  and  habits  of  plants  and  their  rela- 
tions to  the  soil  and  atmosphere,  occupying  two  recitations  weekly  during  the  first  and 
second  terms  of  the  senior  year.  • 

(8)  Practical  agriculture,  embracing  the  subjects  of  soils,  drainage,  cultivation,  irriga- 
tion, fertilization,  farm-crops,  farm-implements,  farm-animals,  fruit-culture,    market- 
gardening,  floriculture,  and  landscape  gardening;  in  which  daily  recitations  are  required 
during  the  whole  of  the  two  years. 

In  addition  to  the  technical  studies  embraced  in  this  course,  the  class  in  agriculture 
is  required  to  make  three  recitations  weekly  in  the  second  term  of  the  senior  year  in 
political  economy,  and  to  attend  weekly  lectures  upon  constitutional  law,  the  law  of  con- 
tracts, conveyancing,  and  landlord  and  tenant,  in  which  it  is  designed  to  furnish  such  in- 
struction on  these  subjects  as  will  be  of  service  to  the  practical  agriculturist. 

For  the  purpose  of  illustrating  and  applying  the  principles  taught  in  the  text-books  and 
lectures,  the  college  is  furnished  with  the  following  appliances: 

(1)  Extensive  mineralogical  and  geological  cabinets,  and  a  museum  of  natural  history. 

(2)  A  commodious  laboratory,  fitted  up  for  lectures  and  work  in  analysis,  supplied  with 
furnaces,  balances,  gas  and  water,  and  twenty-five  work  tables,  each  furnished  with 
necessary  chemicals  and  apparatus. 

(3)  An  experimental  farm  of  twenty  acres,  devoted  to  soil-tests  of  fertilizers  and  ex- 
periments in  the  cultivation  of  field  crops,  grapes,  fruits  and  flowers,  conducted  under  the 
supervision  of  the  professor  of  agriculture,  with  practical  instructions  to  the  class  during 
the  junior  and  senior  years. 

Respectfully  submitted. 

W.  H.  CHAMBERS, 
Professor  of  Agriculture. 

Statement  of  the  professor  of  engineering. 

In  the  first  year  of  the  course  of  four  years  we  teach  practical  drawing  on  the  plan  pur- 
sued in  the  English  schools ;  in  the  second  year,  the  practical  use  of  the  chain,  compass, 
theodolite,  and  engineers'  leveling  instruments  is  thoroughly  taught  in  the  field  for  farm 
and  land  surveying,  ditching,  and  leveling. 

Drawing,  in  the  second  year,  includes  practical  work  on  farm  maps,  drawing  from 
models,  shades,  shadows,  structural  drawing,  and  topographical  delineation ;  in  the  third 
and  fourth  years,  at  least  two  hours  each  day  in  completing  a  course  in  projection  and 
perspective.  Graphical  skill  is  cultivated  in  depicting,  in  conventional  colors,  machines, 
bridges,  furnaces,  water,  gas,  and  railway  structures.  Plans,  profiles,  and  sections  of 
railroad  surveys  complete  a  very  full  and  practical  course  of  industrial  drawing. 

The  practical  work  in  surveying  begins  in  the  second  year  of  the  course.  All  students 
of  this  year  are  exercised  in  the  use  and  adjustment  of  the  plain  and  solar  compass,  of 
the  theodolite,  sextant,  engineer's  leveling  instruments,  and  the  various  styles  of  leveling 
rods.  Individual  practical  instruction  is  given  to  each  member  of  the  class  in  the  practice 
of  surveying,  locating,  and  division  of  lands,  and  in  leveling  ditches,  gradients,  terraces, 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  83 

farm,  water,  and  railroad  levels.  Tracing  railroad  curves  and  subterranean  lines  in  min- 
ing work  is  practically  taught  as  part  of  the  general  course  for  all  students  of  the  second 
year. 

Technical  engineering  is  taught  only  to  those  students  who  have  completed  the  general 
course  of  two  years.  A  full  course  in  chemistry,  physics,  and  pure  mathematics,  with 
an  elective  course  in  either  ancient  or  modern  languages,  is  the  basis  of  the  course  iii  engi- 
neering. 

Mechanics,  particularly  the  theory  of  strength  of  materials  and  of  strains  in  roofs  and 
bridges,  with  full  instruction  in  regard  to  the  construction  of  roads,  railroads,  bridges, 
canals,  improvements  of  rivers  and  harbors,  complete  the  work  of  the  last  two  years  of 
the  course. 

In  aid  of  the  practical  studies  of  the  college,  and  as  a  means  of  familiarizing  students 
with  the  actual  details  of  work,  the  second  class  in  engineering  devote  two  weeks  in  De- 
cember, and  the  first  class  four  weeks  in  April,  to  field  work  and  to  visits  of  inspection 
to  machine-shops,  mills,  mines,  furnaces,  and  engineering  constructions  within  conven- 
ient reach.  Geological  students  are  afforded  in  vacation  each  year  an  opportunity  of  ac- 
companying the  State  geologist  in  his  excursions.  In  the  past  scholastic  year  the  second 
class  in  engineering  has  visited  and  inspected  the  cotton  and  woolen  mills,  founderies. 
machine-shops,  bridges,  and  gas  works  in  and  near  Columbus,  Ga.  The  first  class  in  en- 
gineering inspected  the  founderies,  workshops,  gas  and  water  works  of  Montgomery,  and 
the  iron  region  lying  along  the  South  and  North  Railroad. 

R.  A.  HARDAWAY, 
Professor  of  Engineering. 

Statement  of  the  professor  of  chemistry. 

This  department  occupies  four  rooms:  a  lecture-room,  a  working-room,  a  furnace-room, 
and  a  balance-room. 

The  lecture-room  is  40  by  40  feet,  and  is  provided  with  a  counter,  pneumatic  trough, 
copper  gasometer,  water  basins,  blackboards,  shelves  with  glass  cases,  gas  jets,  blow-pipes, 
and  all  the  necessary  apparatus  for  illustrating  a  general  course  in  theoretical  chemistry. 

The  working-room  is  '36  by  24  feet  and  has  24  work-tables,  each  one  supplied  with  a 
full  set  of  reagents,  a  drawer,  a  gas  jet  with  Bunsen's  burner,  and  such  other  apparatus  as 
is  necessary  to  make  all  the  analyses  required  in  a  full  course  on  agricultural  science. 
The  balance-room  contains  two  sets  of  balances  with  weights,  one  made  by  Becker  of  New 
York,  the  other  by  Oertling  of  London.  The  furnace-room  is  provided  with  a  temporary 
furnace,  furnishing  an  air-bath,  water-bath,  sand-bath,  and  a  still  for  distilling  water. 
There  are  also  small  furnaces  for  assaying  and  organic  analysis. 

Water  and  gas  are  supplied  in  every  part  of  this  department;  and  a  constant  Watson's 
battery,  furnishing  electricity  to  all  the  bells  of  the  college,  is  kept  in  the  lecture-room. 

The  instruction  given  in  this  department  consists  of  (1)  a  general  course  in  chemistry 
to  all  students;  (2)  qualitative  analysis,  given  to  students  in  agriculture  and  science;  (3) 
quantitative  analysis,  including  both  gravimetric  and  volumetric,  given  to  students  in  ag- 
riculture and  science,  and  (4)  agricultural  chemistry,  given  only  to  agricultural  students. 
The  text-books  used  are  Bloxam's  Chemistry,  Church's  Laboratory  Guide,  Caldwell's 
Agricultural  Analysis,  Mott's  Manual  of  Chemistry,  Johnson's  How  Crops  Grow  and 
How  Crops  Feed. 

The  course  in  general  chemistry  requires  five  hours  a  week  to  complete  it;  that  in  ag- 
ricultural chemistry  three  hours  a  week;  three  years  are  required. 

Respectfully  submitted. 

WM.  C.  STUBBS, 

Professor  of  CJiemistry. 

Statement  of  tJte  commandant  and  military  instructor. 

The  practical  work  in  the  military  department  consists  of  daily  drills  in  the  school  of 
the  soldier,  squad,  company,  and  battalion;  guard  duty  is  required  of  all  cadets  capable 
of  bearing  arms. 

The  text  of  Upton's  Report  on  Tactics,  revised  edition,  through  the  "school  of  the  sol- 
dier ' '  is  learned  by  heart  by  every  cadet,  and  each  is  required  to  repeat  it  verbatim.  The 
school  of  the  company  and  battalion,  the  parades,  honors,  &c.,  are  recited  by  all  cadets, 
illustrated  by  demonstrations  on  the  blackboard,  but  only  the  "  school  of  the  soldier"  is 
required  to  be  recited  literally. 

In  addition  to  recitations  in  Upton's  Tactics,  lessons  in  organization,  supply,  transpor- 
tation of  armies,  fortification,  strategy,  target-practice,  and  ordnance  are  recited  by  the 
cadets  and  illustrated  by  the  professor.  This  is  a  four  years'  course. 

R.  A.  HARDAWAY, 

Colonel  Commanding. 


84  INDUSTRIAL   EDUCATION    IN   THE   UNITED    STATES. 

Supplementary  information. 

From  the  catalogue  of  1880-'  81,  it  appears  that  a  professor  of  English  literature  has  been 
added  to  the  faculty.  The  number  of  students  registered  is  182,  in  classes  as  follows: 
first  class,  15;  second  class,  23;  third  class,  34;  fourth  class,  63;  fourth  class,  section  A, 
47.  The  twenty  graduates  in  1880  make  up  the  whole  number  of  alumni  to  62;  of  these 
twenty,  six  took  the  degree  of  A.  B.;  two  B.  S. ;  three,  B.  S.  A. ;  and  nine,  B.  E. 

The  requirements  for  admission  to  the  college  embrace  the  common-school  studies,  ele- 
mentary algebra  and  English  history;  to  these  must  be  added,  by  those  who  are  candi- 
dates for  the  degree  of  bachelor  of  arts,  in  Latin,  four  books  of  Caesar  and  six  of  Virgil's 
.ZEneid;  in  Greek,  two  books  Xenophon's  Anabasis.  All  students  pursue  the  same  course 
for  two  years,  except  that  those  in  other  than  the  literary  course  may  take  French  and 
German  in  place  of  Latin  and  Greek,  and  must  take  drawing.  At  the  end  of  the  two 
years  the  students  choose  between  courses  in  agriculture,  civil  engineering,  mining  engi- 
neering, literature  and  science. 

There  appears  to  be  a  recent  modification  of  the  course  in  civil  engineering  for  the  pur- 
pose of  giving  students  an  opportunity  to  become  familiar  Avith  mining.  Special  instruc- 
tion is  introduced  in  mining,  preparation  of  ores  and  their  metallurgical  treatment. 
Geology  and  mineralogy  receive  considerable  attention.  An  additional  year  of  study 
is  required  of  those  who  would  obtain  the  degree  of  mining  engineer,  that  of  bachelor 
of  mining  engineering  being  given  at  the  end  of  the  fourth  year. 


AEKANSAS. 
INDUSTEIAL  UNTVEKSITY. 

FAYETTEVILLE,  AEK.,  March  30,  1881. 

Sin  :  The  chief  end  of  the  Arkansas  Industrial  University  is  to  afford  a  cheap  practi- 
cal education  to  the  industrial  classes,  but  especially  to  teach  them  agriculture  and  the 
mechanic  arts. 

The  endowment  funds  consist  chiefly  of  the  grant  of  land  by  the  general  government, 
in  the  donations  of  $100,000  by  the  county  of  Washington,  Ark.,  and  $30,000  by  the 
town  of  Fayetteville.  The  grounds  and  buildings  are  valued  at  $170,000.  The  annual 
income  is  $10,400  from  the  bonds  of  the  county  and  town  aforesaid,  $2,000  from  tuition 
fees,  and  an  average  of  about  $5,000  from  the  legislature;  annual  expenditure,  about 
$17,500.  Professors'  salaries  consume  about  $15,500  of  this  sum. 

The  professors  and  instructors  are  as  follows:  (1)  president  and  professor  mental  and 
moral  science;  (2)  principal  of  normal  department;  (3)  professor  of  mathematics  (in- 
structor in  tactics);  (4)  professor  of  natural  sciences  and  chemistry;  (5)  professor  of  civil 
and  mechanical  engineering;  (6)  professor  of  natural  sciences;  (7)  professor  of  military 
science  and  tactics  (not  appointed  as  yet);  (8)  professor  of  physics  and  astronomy;  (9) 
teacher  of  drawing  and  painting;  (10)  professor  of  ancient  and  modern  languages;  (11) 
professor  of  English  literature  and  history;  (12)  professor  of  music,  aided  by  competent 
assistants;  (13)  principal  of  preparatory  department;  (14)  preceptress  of  preparatory  de- 
partment; (15)  first  assistant  preparatory  department ;  (16)  second  assistant  preparatory 
department;  (17)  third  assistant  preparatory  department. 

The  number  of  enrolled  students  this  session  (including  the  medical  department)  is 
473;  of  these,  two-thirds  are  males.  The  college  fees  are  almost  .nominal,  the  majority 
not  paying  more  than  $5.  All  expenses,  including  boarding,  clothing,  books,  &c. ,  do  not 
exceed  $200  to  the  majority  of  the  students.  The  board  grants  free  tuition  to  600  bene- 
ficiaries and  400  normal  students  sent  from  the  various  counties  according  to  population. 
Not  more  than  one  third  of  these  appointments  are  claimed  by  the  respective  counties. 
Our  graduates  do  not  exceed  eight  or  ten  annually.  They  take  generally  the  A.  B.  or 
B.  S.  degrees,  though  a  few  take  the  normal  degree.  About  one-fourth  of  the  graduates 
are  females. 

We  have  a  classical  course  differing  not  materially  from  that  in  most  colleges;  an  ag- 
ricultural course  identical  with  that  in  the  agricultural  and  mechanical  colleges,  giving 
agriculture  prominence  in  the  curriculum ;  a  scientific  course,  prominence  being  given 
to  mathematics,  engineering,  and  mechanical  philosophy;  and  a  normal  course  specially 
devoted  to  the  Draining  of  teachers. 

There  is  not  now,  nor  has  there  been,  any  special  instruction  for  young  women.  I  have 
felt  the  need  of  a  curriculum  adapted  to  their  mental  characteristics.  Some^of  them 
have  been  found  with  taste  and  talent  for  the  higher  mathematics. 

We  have  no  workshops,  and  practical  mechanics  receive  no  illustrations.     In  fact  the 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  85 

farm  work  itself  is  on  a  small  scale.     The  State  in  its  poverty  has  not  felt  able  to  build 
workshops  or  suitably  to  equip  a  farm. 
Very  truly  yours, 

•  D.  H.  HILL,  President. 

Hon.  JOHN  EATON, 

Commissioner  of  Education. 

It  will  be  observed  that  the  first  nine  instructors  specified  in  the  foregoing  list  are  more 
related  to  the  college  of  agriculture  and  the  mechanic  arts  than  the  remainder. 
From  the  annual  catalogues  of  the  university  the  following  facts  are  gathered: 

STUDENTS. 

The  number  of  enrolled  students  for  the  year  ending  June,  1881,  was  441,  of  whom 
411  were  from  Arkansas,  8  from  Missouri,  8  from  Louisiana,  5  from  the  Indian  Territory, 
2  from  Texas,  and  the  rest  (1  each)  from  several  other  States.  The  "academic"  (col- 
legiate) department  enrolled  120,  and  the  normal  classes  82.  Many  students  are  enrolled 
in  two  or  more  branches  of  the  institution. 

TUITION. 

The  faes  are  $5  for  matriculation;  students  other  than  normal  or  beneficiary  also  pay 
$10  per  term;  there  are  three  terms  each  year,  covering  forty  weeks  in  all.  Tuition  in 
the  university  proper  is  free. 

FBEE  SCHOLARSHIPS. 

The  trustees,  under  legislative  authority,  have  created  600  beneficiary  and  430  normal 
appointments.  In  addition  each  county  can  appoint  each  year  one  honorary  scholarship 
from  among  the  meritorious  students  of  the  public  schools  therein.  Sixty  scholarships 
are  also  open  to  scholars  from  any  part  of  the  State. 

STUDIES. 

Particular  notice  of  the  studies  of  the  classical,  Latin,  letters,  modern  languages,  Eng- 
lish, and  normal  courses  would  not  be  in  the  province  of  this  report.  The  scientific,  the 
two  engineering,  and  the  agricultural  courses  are  industrial  in  their  direct  bearings.  The 
studies  of  the  subfreshman  year  preparatory  to  these  courses  are  the  same,  namely,  alge- 
bra, French,  German,  drawing,  and  English  composition.  The  studies  common  to  the 
four  courses  during  freshman  year  are  English,  algebra,  geometry,  physical  geography, 
physics,  drawing,  and  German.  Those  not  in  other  than  the  agricultural  course  take 
French,  and  those  in  the  civil  engineering  course  omit  botany.  Sophomore  year  the  courses 
continue  nearly  parallel,  Their  common  studies  are  trigonometry,  general  and  analyti- 
cal chemistry,  blowpipe,  analytical  geometry,  surveying  and  navigation,  and  German. 
The  civil  engineering  course  omits  botany  and  zoology,  which  are  common  to  the  others. 
The  common  studies  of  the  junior  year  are  analytical  geometry,  geology,  mineralogy,  and 
analytical  chemistry.  The  other  studies  are  as  follows:  Scientific  course,  physiology, 
biologj7",  and  anatomy;  civil  engineering  course,  applied  mathematics  and  calculus;  min- 
ing engineering  course,  applied  mathematics;  agricultural  course,  physiology,  stock  breed- 
ing, entomolog3r,  anatomy,  astromony,  book-keeping,  agricultural  chemistry,  and  machin- 
ery. In  the  senior  year  the  studies  of  the  civil  engineering  course  are  natural  philoso- 
phy, industrial  chemistry,  and  applied  mathematics.  The  mining  course  added  analyti- 
cal chemistry  to  these  studies,  and  the  scientific  course  substituted  it  for  applied  mathe- 
matics. The  studies  of  the  agricultural  course  arc  more  numerous,  including,  besides 
analytical  and  industrial  chemistry,  physics,  agriculture,  landscape  gardening,  and  vet- 
erinary surgery. 

Degrees  are  given  to  those  who  have  successfully  completed  the  several  courses,  as  follows : 
Classical  course,  A.  B. ;  scientific  course,  B.  S. ;  agricultural  course,  B.  Agr. ;  civil  engineer- 
ing course,  C.  E. ;  mining  engineering  course,  M.  E. ;  Latin  letters  course.  B.  Lat.  letters: 
modern  languages  course,  Bach.  Letters;  English  course,  Bach.  Eng.  Letters. 

The  following  additional  information,  gathered  from  the  annual  reports,  gives  the  general 
scope  of  the  technical  and  special  work  pursued: 

Military:  Instruction  in  this  department  is  designed  to  impart  to  each  male  student  not 
physically  incapacitated  to  bear  arms  practical  instruction  in  the  school  of  the  soldier,  of  the 
company  and  of  the  batallion,  the  duties  of  guards,  outposts,  and  pickets.  The  drills  occur 
not  over  three  times  a  week,  and  being  short  they  involve  no  hardship,  while  it  is  manifest 


86  INDUSTRIAL    EDUCATION   IN   THE    UNITED    STATES. 

that  they  afford  a  good  health-giving  exercise  and  aid  in  the  development  of  the  physique 
and  manly  carriage  of  the  student. 

Chemistry :  Chemical  physics  is  studied  by  the  students  of  all  the  courses  during  the 
first  term  of  the  sophomore  year;  it  embraces  tfcfl  physical  principles  requisite  to  the  pur- 
suance of  chemistry. 

Inorganic  chemistry :  The  course  embraces  three  hours  a  week  recitation  and  ten  hours 
a  week  laboratory  work.  The  important  chemical  elements  and  their  principal  compounds 
are  considered  as  to  their  occurrence  in  nature,  physical  and  chemical  properties,  methods 
of  manufacture,  prominent  uses.  About  three  hundred  experiments  illustrating  import- 
ant chemical  principles  are  individually  performed. 

Organic  chemistry  is  pursued  by  applicants  for  all  the  degrees  excepting  the  A.  B.  (bach- 
elor of  arts). 

An  experimental  farm  of  excellent  character  has  been  provided,  immediately  con- 
tiguous to  the  university,  for  agricultural  and  horticultural  purposes.  The  labor  system 
will  be  under  the  direction  of  the  board  of  trustees,  but  students  will  not  be  required 
to  labor  more  than  ten  hours  per  week.  Compensation  for  labor  will  be  from  2  to  10 
cents  per  hour,  according  to  ability. 

All.  male  students  appointed  as  beneficiaries  are  required  to  take  a  course  in  agricult- 
ure or  mechanics,  "with  permission  to  select  such  other  studies  as  circumstances  may 
allow." 

Students  in  all  departments  are  required  to  pursue  not  less  than  three  distinct  studies. 

The  university  library,  though  small,  is  increasing  and  comprises  some  valuable  works. 
The  legislature  makes  small  appropriations,  the  last  being  §1,000  in  1879-'80. 

The  cabinet  and  museum  are  small  as  yet,  but  the  collections  slowly  increase.  The 
philosphical  apparatus,  though  not  large,  is  excellent.  Female  students  are  admitted  to 
all  the  departments.  There  were  in  1880  in  the  classical  course,  3  in  the  senior  class,  1  in 
the  junior  class,  0  in  the  sophomore,  and  21  in  the  freshman.  In  the  preparatory  depart- 
ment there  were  67. 


CALIFORNIA. 
UNIVERSITY  OF  CALIFOEXIA. 

[Statements  from  the  recent  registers  and  bulletins.] 

The  University  of  California  was  established  by  a  law  which  received  the  approval  of 
the  governor  early  in  1808.  It  was  opened  at  Oakland  in  the  autumn  of  the  following 
year.  In  1873  it  was  transferred  to  its  permanent  home  at  Berkeley.  The  college  of 
California,  which  had  been  organized  several  years  before,  transferred  its  property  and 
students  to  the  new  university,  and  closed  its  work  of  instruction  when  that  of  the  uni- 
versity began. 

The  university  has  for  its  object  general  instruction  and  education  in  all  the  depart- 
ments of  science,  literature,  art,  and  industrial  and  professional  pursuits,  and  special  in- 
struction in  military  science  and  for  the  professions  of  agriculture,  the  mechanic  arts, 
mining,  civil  engineering,  law,  and  medicine. 

The  funds  by  which  the  university  is  maintained  are  derived  from  various  sources  and 
include  the  following  endowments:  (1)  The  seminary  fund  and  public*building  fund, 
granted  to  the  State  by  Congress.  (2)  The  property  received  from  the  College  of  Cali- 
fornia, including  the  site  at  Berkeley.  (3)  The  fund  derived  from  the  Congressional 
land  grant  of  July  2,  18G2.  (4)  The  tide  land  fund,  appropriated  by  the  State.  (5)  Spe- 
cific appropriations  by  the  legislature  for  buildings,  current  expenses,  &c.  (G)  The  gifts 
of  individuals.  The  amount  received  from  the  sale  of  the  Congressional  land  grant  of 
1862  was  $750, 000. 

The  latest  information  received  (1880)  gives  the  following  financial  exhibit:  Value  of 
grounds,  buildings,  and  apparatus,  $805.000;  amount  of  productive  funds,  $1,671,204; 
income  from  productive  funds,  $99,216;  receipts  from  tuition  fees,  $200;  receipts  for  the 
last  year  from  State  appropriations,  $36,600. 

COLLEGES. 

The  scientific  departments  are  five  in  number,  and  consist  of  the  colleges  of  agricult- 
ure, mechanics,  mining,  engineering,  and  chemistry. 

The  faculty  is  as  follows:  President  of  the  university  (also  professor  of  physics);  pro- 
fessors of  the  Latin  language  and  literature;  of  the  Greek  language  and  literature;  of 
history  and  political  economy;  of  the  English  language  and  literature,  of  industrial  me- 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 


87 


chanics;  agriculture,  agricultural  chemistry,  and  botany;  geology  and  natural  history, 
chemistry;  civil  engineering  and  astronomy;  mathematics;  instructors  in  Latin,  English, 
French,  German,  engineering,  chemistry  (2),  quantitative  and  qualitative  analysis;  in- 
dustrial drawing,  mining,  metallurgy;  mathematics  (2) ;  mineralogy,  physics  and  mechan- 
ics, and  chemistry.  Also  a  superintendent  of  the  physical  laboratory,  assistant  in  agri- 
cultural laboratory,  lecturer  on  practical  agriculture,  and  lecturer  assistant  in  chemistry. 
Besides  these  there  are  seven  instructors  in  the  literary  branches. 
The  academic  senate  consists  of  all  the  faculties  of  all  the  colleges  of  the  university. 


STUDENTS. 

The  number  of  students  who  have  been  in  attendance  at  the  university  in  each  year 
since  its  opening  in  18G9  is  as  follows: 


Years. 

Science. 

Letters. 

Special 
and  at 
large. 

Total. 

Ladies. 

1869-'70              

14 

21 

5 

40 

1870-'  71 

28 

24 

26 

78 

8 

1871-'72  

75 

28 

50 

153 

27 

1872-'73           

93 

44 

48 

185 

39 

1873-'  74 

100 

44 

47 

191 

22 

1874-'75    

95 

73 

63 

231 

38 

1875-'76               

134 

138 

38 

310 

42 

187G-'77  

126 

140 

39 

305 

45 

1877-'78      

117 

149 

52 

318 

51 

1878-'  79 

122 

142 

68 

332 

55 

1879-'80 

79 

120 

69 

2C8 

55 

1880-'81           

71 

90 

79 

246 

59 

Of  the  71  in  the  colleges  of  science  in  1880-'  81,  21  were  in  the  freshman  class,  17  in 
the  sophomore  class,  18  in  the  junior  class,  and  15  in  the  senior  class.  The  course  of 
study  during  freshman  year  is  common  to  all  the  colleges  of  science.*  At  the  beginning 
of  the  second  year  choice  of  course  is  usually  made.  Those  continuing  in  science  beyond 
the  first  year  numbered  in  1880-' 81  4,  of  wh*m  2  were  sophomores  and  2  juniors.  The 
students  in  the  college  of  agriculture  were  9.  Of  these  4  were  sophomores,  3  juniors, 
and  2  seniors.  Two  sophomores,  2  juniors,  and  7  seniors  took  the  course  in  mechanics. 
The  students  in  mining  were:  sophomore,  1;  juniors,  3;  seniors,  2;  in  all  6;  in  engineer- 
ing: sophomore,  6;  juniors,  4;  senior,  1;  in  all,  11;  in  chemistry:  sophomores,  2;  juniors, 
4;  seniors,  3;  in  all,  9. 

The  students  at  large  numbered  21,  of  whom  there  were  in  the  college  of  chemistry,  2; 
mechanics,  1;  general  scientific  course,  3;  engineering  course,  1. 

The  special  students  numbered  23,  of  whom  there  were  in  the  college  of  agriculture,  2; 
chemistry,  5;  mining,  5;  engineering,  J;  general  course,  2;  in  all  the  scientific  courses,  15. 
There  were  35  pursuing  partial  courses,  of  whom  6  were  taking  agriculture;  1,  engineer- 
ing; 2,  chemistry;  and  2,  general  science.  Tuition  is  free  to  residents  of  California;  stu- 
dents from  other  States  pay  a  matriculation  fee  of  §25  and  a  tuition  fee  of  $50  per  year. 

The  following  degrees  have  been  conferred  (to  1879  inclusive):  bachelors  of  arts,  73; 
bachelors  of  philosophy,  137;  total,  210. 

By  a  recent  bulletin  it  appears  that  the  degree  of  bachelor  of  science  is  now  given  to 
those  completing  the  undergraduate  courses  in  science.  Higher  professional  degrees  are 
given  to  those  who  complete  prescribed  courses  of  higher  study. 

Women  are  admitted  to  all  the  colleges.  Their  attendance  is  chiefly  in  the  classical 
and  literary  courses. 

UNIVERSITY  APPLIANCES  AND  COLLECTIONS. 

Laboratories. — A  large  amount  of  space  is  devoted  to  the  chemical  laboratories.  They 
are  planned  after  the  very  best  models.  A  physical  laboratory  is  already  organized. 

Philosophical  apparatus. — The  cabinet  of  apparatus  for  the  experimental  demonstration 
of  the  laws  of  physics  and  mechanics  is  very  complete. 

An  observatory  has  been  provided  for,  through  the  benefaction  of  the  late  James 
Lick,  esq. 

The  library  contains  about  20,000  books  and  pamphlets. 

The  collections  illustrative  of  science  which  belong  to  the  university  are  large  and  val- 
uable and  are  adapted  to  the  wants  of  students  seeking  a  scientific  or  technical  educa- 
tion. They  are  made  up  from  material  derived  mainly  from  the  State  geological  survey; 


88  INDUSTRIAL    EDUCATION   IN    THE    UNITED    STATES. 

the  Voy  collection  of  California  fossils,  minerals,  and  rocks;  the  Pioche  collection  of 
rocks,  ores,  minerals,  shells,  &c. ,  gathered  in  all  parts  of  the  world,  but  largely  in  South 
America;  and  the  Hanks  collection  of  minerals.  These  collections  are  given  the  names 
of  their  collectors.  Current  donations  and  purchases  by  the  university  do  much  to  in- 
crease the  value  and  extent  of  the  means  of  illustration.  The  collections  are  divided 
among  museums  of  classical  archeology,  ethnology,  zoology,  botany,  geology,  mineralogy, 
and  ore  deposits.  The  museum  of  ore  deposits  w^as  founded  in  1879.  It  is  expected 
that  it  will  fulfill  the  twofold  purpose  of  rendering  possible  a  course  of  instruction  to 
mining  engineers  in  ore  deposits,  and  of  affording  an  opportunity  for  the  general  study  of 
the  deposits  of  the  Pacific  coast.  The  museum  of  classical  archaeology  contains  a  cabinet 
of  medals  and  coins.  There  are  also  sets  of  ancient  war  maps  and  pictures  of  ancient 
life,  customs,  and  architecture. 

The  museum  of  ethnology  contains  stone  implements,  skulls,  ancient  wooden  tools, 
and  Peruvian  pottery. 

The  museum  of  zoology  embraces  a  small  collection  of  mammals,  birds,  reptiles,  fishes, 
mollusks,  and  radiates. 

The  museum  of  botany  has  a  valuable  herbarium  of  Australian  plants,  collections  of 
native  wood  cones,  cereals,  and  photographs  of  California  trees. 

Professor  Hilgard  has  placed  his  private  collection  of  some  12, 000  specimens  of  Ameri- 
can and  foreign  plants  in  the  lecture  room  of  the  college  of  agriculture  for  the  use  of  stu- 
dents. 

The  museum  of  geology  is  divided  into  departments  of  paleontology  and  lithology.  The 
first  comprises  the  Whitney  collection  of  California  animal  fossils  and  the  collection  of 
plants  recently  made  by  Mr.  Lesquereux. 

The  lithological  collection  embraces  extensive  representations  from  notable  localities, 
and  especially  so  of  the  rocks  of  California,  eruptive  and  stratified. 

The  museum  of  mineralogy  contains  many  specimens  from  the  Eastern  States  and 
Europe,  and  a  very  full  exhibit  of  minerals  of  the  Pacific  coast. 

An  agricultural  museum  is  now  being  arranged,  and  already  contains  many  indigenous 
and  exotic  woods  and  specimens  of  the  flora  of  the  State.  A  cabinet  of  the  soils,  agricult- 
ural products,  and  manufactures  of  the  State  is  being  formed. 

The  plants,  &c. ,  of  the  State  geological  survey  are  also  in  possession  of  the  university 
and  available  for  agricultural  students.  The  agricultural  grounds  are  being  prepared  and 
occupied  as  rapidly  as  the  finances  permit.  A  standard  orchard,  embracing  600  varieties, 
is  now  bearing.  An  experimental  station,  embracing  13  acres,  is  in  use.  Part  of  it  is 
permanently  occupied  as  a  garden  of  economic  plants.  A  garden  of  general  botany  is 
being  laid  out.  There  are  three  propagating  houses,  with  other  necessary  buildings. 

The  regents  have  recently  appropriated  funds  to  commence  an  industrial  survey  of  the 
State,  under  the  direction  of  the  professors  of  agriculture,  chemistry,  &c. 

The  college  of  mining  has  been  further  equipped  (during  1879)  with  a  complete  met- 
allurgical laboratory.  Its  students  have  full  access  to  the  chemical  and  physical  labora- 
tories and  collections. 

The  college  of  mechanics  is  being  equipped  with  a  special  laboratory  and  model  room, 
which  will  also  be  open  to  the  students  in  mining. 

The  college  of  engineering  possesses  a  suitable  collection  of  surveying  instruments, 
models  in  wood  of  walls,  bridges,  arches,  &c. ;  also  in  joints  in  carpentry  and  frame 
work,  of  bridge  and  roof  trusses,  diagrams  of  famous  structures,  and  thehypsometrical  and 
surveying  apparatus  formerly  belonging  to  the  State  geological  survey. 

The  college  of  chemistry  possesses  the  necessary  appliances,  laboratories,  &c. ,  to  make 
the  work  of  study  effective  and  practical. 

The  course  in  military  science,  required  of  all  the  students  not  physically  disqualified, 
includes  tactical  instruction  in  book  and  field,  lectures,  on  the  art  of  war,  and  practical 
study  of  fortification,  &c.,  as  afforded  by  the  United  States  post  at  San  Francisco  and  its 
extensive  forts,  garrisons,  arsenal,  and  other  appliances. 

The  opportunity  for  field  and  operative  study  in  agriculture,  mining,  mechanics,  engi- 
neering, and  manufacturing  chemistry  afforded  by  the  great  industrial  resources  and  enter- 
prises of  California  are  being  freely  made  available  by  organized  visits  of  inspection  and 
other  modes  of  study  and  observation. 

The  United  States  Coast  and  Geodetic  Survey,  the  surveys  and  operations  of  United 
States  engineers  in  the  harbors  of  the  coast,  and  the  extensive  works  of  the  hydraulic  mines, 
the  irrigation,  engineering,  &c.,  are  all  used  for  illustration  and  instruction. 

STUDIES. 

There  are  eight  regular  courses  of  study  in  the  university  proper,  namely,  classical, 
literary,  lettersand  science,  and  five  scientific  courses,  and  three  irregular  courses,  namely, 
student  at  large,  special,  and  partial.  The  classical  course  leads  to  the  degree  of  bachelor 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  89 

of  arts  and  corresponds  to  the  usual  academic  course  of  the  leading  American  colleges. 
It  is  designed  to  offer  the  best  preparation  for  professional  study  and  to  furnish  a  liberal 
education. 

Both  Latin  and  Greek  are  required  for  this  course. 

The  literary  course  leads  to  the  degree  of  bachelor  of  letters  and  has  the  same  general 
purpose  as  the  classical  course.  It  is  designed  for  students  who  wish  to  study  Latin  and 
to  enjoy  a  fuller  course  in  English,  French,  and  German  than  that  offered  by  the  classi- 
cal. Greek  is  not  required. 

The  course  in  letters  and  science  leads  to  the  degree  of  bachelor  of  letters,  and  in  it 
special  attention  is  given  to  the  English  language  and  literature,  to  modern  languages, 
history,  and  political  science.  It  is  especially  intended  for  students  who  wish  a  liberal 
course  in  general  culture.  Neither  Latin  nor  Greek  is  required. 

The  student-at-large course  does  not  lead  to  a  degree;  but  students  in  it  may,  by  vote 
of  the  faculty,  be  recommended  to  a  degree  upon  the  satisfactory  completion  of  studies 
equivalent  to  those  pursued  in  one  of  the  regular  courses.  It  is  designed  for  students  who 
wish  to  take  a  full  but  a  purely  elective  course.  They  select  studies  from  any  of  the 
courses,  provided  they  satisfy  the  faculty  that  they  are  fitted  to  take  the  studies  selected. 
Candidates  for  it  are  required  to  pass  one  of  the  regular  admission  examinations,  and  upon 
admission  to  take  studies  enough  to  make  up  the  full  number  of  exercises  required  of 
students  pursuing  a  regular  course.  Students  who  fail  to  maintain  their  standing  as 
regular  students  are  not  admitted. 

The  special  course  does  not  lead  to  a  degree;  but  students  in  it  may,  upon  leaving  the 
university,  receive  a  certificate  of  proficiency  in  the  studies  which  they  have  pursued  and 
in  which  they  have  attained  marked  scholarship.  It  is  designed  for  students  who  are 
mature,  and  who  wish  to  pursue  some  line  of  special  study  and  correlated  branches. 
Students  under  age  are  not  ordinarily  admitted.  Applicants  who  fail  on  the  admission 
examinations  or  students  who  fail  to  maintain  their  standing  as  regular  students  are  not 
admitted. 

The  partial  course  does  not  lead  to  a  degree;  but  students  in  it  may,  upon  leaving  the 
university,  receive  a  certificate  of  proficiency  in  the  studies  which  they  have  pursued  and  in 
which  they  have  attained  marked  scholarship.  It  is  designed  for  students  who,  because 
of  ill  health  or  other  disability,  are  able  to  pursue  only  a  limited  number  of  studies  or 
to  remain  at  the  university  only  a  short  time. 

Applicants  are  not  admitted  to  this  course  until  they  have  passed  a  satisfactory  exam- 
ination on  such  preparatory  subjects  as  may  be  thought  necessary  to  fit  them  for  the 
studies  they  wish  to  pursue. 

The  courses  in  science  are  those  of  agriculture,  mechanics,  mining,  engineering,  and 
chemistry.  They  are  designed  to  give  the  student  a  good  English  education  and  an  in- 
troduction to  the  principles  of  modern  science,  together  with  special  instruction  prepara- 
tory to  a  fuller  course  of  professional  study  in  the  particular  department  he  may  choose. 
Neither  Latin  nor  Greek  is  required  in  them,  but  a  preparatory  course  in  Latin  is  recom- 
mended. 

The  course  in  agriculture  is  designed  for  students  who  wish  to  familiarize  themselves 
with  the  sciences  which  underlie  the  farmer's  calling  and  with  the  best  practice  of  its 
several  branches.  It  is  arranged  with  a  view  to  preparing  them  for  the  intelligent  and 
successful  exercise  of  their  profession  as  practical  farmers  or  agricultural  experts.  The 
instruction  obtained  from  text  books,  recitations,  and  lectures  is  supplemented  by  visits 
to  orchards,  vineyards,  farms,  and  dairies,  and  by  the  experiments  conducted  on  the 
university  farm. 

The  special  instructors  of  the  college  of  agriculture  are  a  professor  of  agriculture  and 
related  subjects,  a  lecturer,  who  has  charge  of  the  experimental  grounds,  and  two  assistants 
in  the  laboratories. 

The  course  of  study  under  the  regular  professor  begins  with  botany  in  the  sophomore 
year.  Much  time  is  given  to  the  description  and  study  of  plants  useful  and  injurious  to 
agriculture.  From  economic  botany  the  student  passes  to  agricultural  chemistry  and  the 
theories  of  culture  and  the  maintenance  of  fertility,  which  are  the  special  studies  of  the 
junior  year.  During  the  senior  year  lectures  are  given  and  studies  pursued  which  treat 
of  the  fundamental  branches  of  agriculture,  such  as  stock  breeding,  dairying,  farm  ma- 
chinery, drainage  and  irrigation,  and  general  field  crops.  The  laboratories  of  the  college 
are  intended  to  aid  in  the  investigation  of  questions  in  practical  agriculture,  principally 
by  the  examination  of  soils  and  products.  In  this  way  the  best  methods  of  increasing 
fertility,  the  value  of  manufactures  relating  to  agriculture,  the  nature  of  the  diseases  of 
crops,  can  be  ascertained,  and  adaptation  of  plants  and  the  usefulness  or  injuriousness  of 
insects  can  sometimes  be  determined.  The  benefits  of  the  practical  work  of  the  college 
are  available  to  farmers,  as  the  professor  in  charge  is  ready  to  give  prompt  answer  to 
inquiries  that  come  within  the  sphere  of  his  labors. 

The  course  in  mechanics  is  designed  for  students  who  intend  to  become  mechanical 


90  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

engineers  or  machinists  (so  far  as  they  are  constructors  of  machinery)  or  to  devote 
their  energies  to  such  technical  and  industrial  pursuits  as  involve  a  knowledge  of  ma- 
chinery. The  course  of  study  peculiar  to  the  college  commences  with  the  junior  year. 
Its  special  studies  during  that  year  include  the  applications  of  diiferential  and  integral 
calculus,  the  laws  governing  the  rest  and  motion  of  points,  bodies,  and  systems  of  bodies, 
and  the  determination  of  strains  in  structures.  In  the  senior  year  hydrostatics,  hydro- 
dynamics, the  regulation  and  accumulation  of  motion,  and  the  determination  of  forces 
are  considered;  and  a  post-graduate  year  is  devoted  largely  to  the  theory  and  construc- 
tion of  machines  and  to  steam  and  steam  engines.  The  acquaintance  with  drawing 
which  the  student  has  acquired  during  the  previous  years  of  general  study  is  now  util- 
ized in  drawing  plans  for  machinery  and  in  representing  motion  and  the  means  for 
modifying  it.  No  mention'  of  a  shop  appears  in  the  reports  received  from  the  university. 
It  is  presumed  that  actual  work  on  machines  is  conducted  in  the  mechanical  laboratory, 
which  is  well  equipped  for  practical  instruction. 

The  course  in  mining  is  designed  for  students  who  wish  to  become  mining  or  metal- 
lurgical engineers,  or  to  engage  in  one  of  the  many  pursuits  connected  with  the  mining 
industries,  such  as  the  surveying  and  mapping  of  mines,  the  assaying  and  working  of 
ores,  the  designing  and  use  of  mining  machinery,  or  the  exploitation  of  mines.  The 
first  two  years  of  the  undergraduate's  course  are  nearly  the  same  as  that  of  the  other  sci- 
entific colleges  of  the  university.  A  certain  amount  of  the  second  year  is,  however,  de- 
voted to  more  special  work,  such  as  qualitative  analysis,  blowpipe  analysis,  land  and 
mining  surveying  and  leveling,  industrial  drawing,  &c.  The  instruction  given  in  these 
studies  is  practical  as  well  as  theoretical,  the  laboratories,  instruments,  and  grounds  of 
the  university  furnishing  excellent  facilities  for  this  purpose.  . 

During  the  last  two  years  the  instruction  is  more  directly  connected  with  mining,  at- 
tention being  given  to  analytical  chemistry,  analytical  and  applied  mechanics,  mineral- 
ogy, geology,  mining,  metallurgy,  and  assaying.  While  the  scientific  studies  are  not 
taken  up  in  a  merely  technical  way,  they  are  taught  as  far  as  possible  with  reference  to 
their  applications  to  mining  and  metallurgy,  and  the  entire  course  of  the  last  two  under- 
graduate years  is  overlooked  by  the  instructor  of  mining  and  metallurgy,  under  whose 
special  guidance  the  mining  students  come. 

Students  are  encouraged  throughout  the  course  to  visit  the  industrial  establishments 
of  San  Francisco,  Oakland,  and  vicinity,  and  to  visit  and  study  on  the  spot  mines  and 
smelting  works  at  greater  distances  during  vacations. 

The  course  of  study  for  post-graduate  students  in  this  department  is  being  organized 
as  fast  as  the  means  of  instruction  become  available.  It  will  include  the  studies  of  petrog- 
raphy, economic  geology,  crushing,  separating,  and  mining  machinery,  political  econ- 
omy, and  mining  law,  together  with  original  work  on  the  part  of  the  students  with  ores, 
metallurgical  processes,  machinery,  &c.,  for  which  the  metallurgical  and  mechanical 
laboratories  will  oiler  excellent  facilities. 

The  course  in  engineering  is  arranged  for  students  expecting  to  adopt  civil  engineering 
as  a  profession,  and  to  engage  in  such  work  as  the  survey  of  lands,  leveling,  topograph- 
ical engineering,  geodetic  surveying,  the  location  and  construction  of  roads,  railways,  and 
canals,  the  designing  and  construction  of  bridges  of  wood,  iron,  or  stone,  the  building  of 
dams,  reservoirs,  and  systems  of  water  supply,  drainage  and  sewerage,  and  the  improve- 
ment of  rivers,  harbors,  and  seacoasts. 

The  special  instruction  in  engineering  begins  in  the  sophomore  year  with  the  surveying 
course.  This  includes  land  and  topographical  surveying,  leveling,  the  use  of  the  plane 
table,  road  and  railroad  surveying  and  construction,  with  computation  of  earthwork 
required  by  excavations,  tunnels,  and  embankments.  A  liberal  amount  of  time  is  allotted, 
to  practice  in  the  field  and  to  the  use  of  instruments  and  in  the  working  up  and  plot- 
ting of  field  notes. 

Topographical  drawing  and  map  making  are  taught,  and  sketches  made  of  the  sur- 
rounding country.  The  work  of  the  fourth  year  is  chiefly  professional.  The  subjects 
treated  include  the  characteristics  and  properties  of  the  various  building  materials,  their 
strength,  uses,  and  different  methods  of  employment  in  structures;  the  rules  governing  the 
construction  of  works  of  masonry;  problems  relating  to  the  more  difficult  constructions, 
such  as  groined,  cloistered,  rampant,  and  skew  arches  and  domes,  and  walls  bounded  by 
warped  surfaces;  and  the  principles  and  practice  of  framing,  bridge  and  truss  building, 
the  preparation  of  estimates  and  working  plans.  The  solution  of  a  problem  in  engi- 
neering terminates  the  undergraduate  course. 

The  post-graduate  course  is  three  years  in  length,  and  leads  to  the  degree  of  civil 
engineer  (C.  E. ).  The  appliances  are  well  chosen  and  sufficient  for  the  practical  illustra- 
tion of  the  branches  pursued. 

Surveying  instruments,  models  of  structures,  and  the  apparatus  belonging  formerly  to 
the  geological  survey  make  up  a  large  part  of  the  collection. 

The  course  in  chemistry  is  designed  for  those  who  wish  to  become  professional  chemists, 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  91 

either  as  teachers  or  investigators,  or  manufacturers  in  chemical  industries;  and  also  for 
those  intending  to  become  expert  chemists  preparatory  to  the  pursuit  of  medicine  or 
pharmacy.  Special  teaching  begins  with  the  second  term  of  the  sophomore  year,  during 
which  elementary  instruction  in  general  and  theoretical  chemistry  is  given  by  means  of 
lectures,  recitations,  and  laboratory  practice. 

In  the  junior  year  the  course  is  continued,  and  the  application  of  the  science  to  min- 
eralogy and  metallurgy  is  made  prominent. 

Senior  year  is  specially  devoted  to  organic  chemistry.  The  laboratory  work  is  required 
to  be  carefully  and  systematically  performed.  After  a  satisfactory  completion  of  the  work 
in  qualitative  analysis  by  the  blowpipe  and  in  the  wet  way,  the  student  passes  to  quan- 
titative work,  and  receives  practice  in  the  analysis  of  gases,  salts,  ashes,  mineral  waters, 
and  other  substances,  and  in  the  preparation  of  organic  and  inorganic  compounds.  Special 
attention  is  paid  to  the  analysis  of  mineral  waters  and  agricultural  fertilizers,  and  to 
electrometallurgy.  The  students  are  encouraged  to  visit  the  chemical  and  metallurgical 
works  in  the  vicinity,  and  have  many  advantages  in  the  way  of  lectures  and  laboratory 
practice  in  the  various  departments  of  the  university. 


COLOEADO. 
STATE  AGBICULTUEAL  COLLEGE. 

[From  letters,  circulars,  &c.,  received  by  this  office.] 

This  institution,  located  at  Fort  Collins,  Colo. ,  is  founded  on  the  national  land-grant 
benefaction,  and  its  leading  object  is  to  impart  a  thorough  and  practical  knowledge  of  all 
those  branches  and  sciences  that  pertain  to  agriculture  and  the  mechanic  arts.  The  en- 
dowment consists  of  90,000  acres  of  land,  selected  "in  place"  by  the  State  under  the  ag- 
ricultural college  land  grant  acts  of  1862,  1864,  and  1866.  The  land  remains  unsold,  and  if 
properly  disposed  of  will  doubtless  result  in  the  establishment  of  a  large  permanent  fund. 

The  college  is  now  supported  by  a  biennial  appropriatron  of  the  State  legislature.  The 
appropriation  made  in  1881  was  £  mill  tax  on  State  valuation,  or  about  $20,000  annu- 
ally. 

LOCATION,    BUILDING,    AND  APPLIANCES. 

The  college  building  at  Fort  Collins  is  well  arranged  and  ample  for  present  uses.  The 
locality  has  many  advantages,  and  is  thus  described:  Fort  Collins  is  located  on  the  south- 
ern bank  of  the  Cache  la  Poudre,  about  6  miles  east  of  the  foot-hills  of  the  Snowy  Range 
and  35  miles  south  of  the  State  line ;  it  is  surrounded  by  a  fertile  and  well-watered  re- 
gion, including  some  of  the  best  agricultural  lands  of  the  State.  Its  elevation  of  5, 100 
feet  above  the  level  of  the  sea  gives  it  a  pure,  dry  atmosphere,  while  its  proximity  to  the 
mountains  brings  it  within  the  limit  of  occasional  rains,  thus  rendering  the  climate  pleas- 
ant and  salubrious  and  adapting  the  soil  to  the  cultivation  of  the  cereals.  This  region, 
comprising  the  counties  of  Larimer,  Weld,  Boulder,  and  parts  of  Arapahoe  and  Jefferson, 
is  rendered  accessible  from  the  north  and  south  by  the  Colorado  Central  Railroad,  which 
passes  directly  through  Fort  Collins,  and  the  Greeley,  Salt  Lake  and  Pacific,  just  com- 
pleted from  Greeley,  both  of  which  roads  connect  with  the  Union  Pacific  at  Cheyenne 
and  with  the  Kansas  Pacific  at  Denver.  The  streams  draining  this  region,  the  Cache  la 
Poudre,  Big  Thompson,  and  other  tributaries  of  the  South  Platte,  furnish  an  inexhaust- 
ible supply  of  water  for  purposes  of  irrigation.  It  is  estimated  that  the  great  irrigating 
canal,  now  in  process  of  construction  and  supplied  from  the  Cache  la  Poudre,  will  bring 
at  least  100, 000  acres  of  unproductive  land  under  cultivation.  The  college  has  been  most 
judiciously  located  with  reference  to  this  large  extent  of  farming  land,  in  the  midst  of 
communities  refined  and  progressive  and  very  fast  surrounding  themselves  with  all  the 
comforts  of  the  most  advanced  localities  in  the  West. 

The  president  writes,  under  date  of  April,  1880,  that,  ' '  during  the  winter  vacation, 
the  faculty  of  the  college,  and  such  members  of  the  State  board  of  agriculture  as  can  ac- 
company them,  travel  over  the  State,  holding  farmers'  institutes  at  eligible  places.  These 
institutes  consist  of  a  course  of  lectures  by  members  of  the  State  board,  the  faculty,  and 
resident  farmers  on  topics  connected  with  farm  or  garden  work.  Five  of  these  institutes 
were  held  during  the  past  vacation  at  Fort  Collins,  Greeley,  Longmont,  Monument,  and 
Del  Norte,  and  were  well  attended  by  farmers  and  others. ' ' 

A  more  complete  account  of  this  branch  of  the  work  of  the  college,  given  in  the  cata- 
logue for  1881,  is  as  follows:  "To  give  a  clearer  idea  of  the  work  at  these  institutes,  we 


92  INDUSTRIAL   EDUCATION   IN   THE   UNITED   STATES. 

append  a  programme  of  places  and  topics:  Fort  Collins,  November  26  and  27,  1879,  and 
December  9  and  10,  1880;  Del  Norte,  December  30  and  31,  1879;  Monument,  January  2 
and  3, 1880;Greeley,  January  15  and  16, 1880;Longmont,  February  5  and  6, 1880 ;  Loveland, 
December  16  and  17, 1880 ;  Denver,  January  5  to  8,  1881.  All  the  members  of  the  faculty 
attended  these  institutes  and  read  papers  or  gave  lectures  on  the  following  topics:  Ex- 
President  Edwards,  the  utility  of  trees,  tree  culture,  relations  of  the  Agricultural  Col- 
lege to  the  State,  book  farming  and  hygiene  of  the  farm;  Prof.  A.  E.  Blount,  corn  and  its 
culture,  seeds,  wheat  culture,  injurious  and  friendly  insects,  milling  properties  of  wheat, 
hybridization  and  cross-breeding;  Prof.  F.  J.  Annis,  soils  and  their  analysis,  relative 
food  value  of  flour,  the  farmer's  home;  Secretary  H.  Stratton,  dairying,  amber  cane. 
The  following  members  of  the  board  furnished  lectures  on  the  annexed  topics:  "W.  E. 
Watrous,  fruit  culture,  strawberries;  B.  S.  La  Grange,  construction  of  ditches,  irrigation; 
J.  S.  Stanger,  relation  of  grasses  to  agriculture,  Colorado  as  a  home  for  farmers,  diversi- 
fication and  marketing  of  crops,  the  necessity  of  improved  farming;  S.  W.  Homer,  irriga- 
tion; P.  M.  Hinman,  wheat. 

The  dormitory  was  erected  in  1881,  and  will  accommodate  30  students,  or  25  students 
with  officers  assigned  for  care  and  duty. 

A  small  building  now  used  for  chemical  laboratory  is  well  fitted  and  supplied  with  all 
needful  apparatus  for  work.  It  will  accommodate  12  students,  classes  working  in  two 
sections. 

Ample  work  in  qualitative  and  quantitative  analysis  is  given,  while  with  the  new  assay 
furnace  just  added  excellent  work  in  that  line  can  be  done. 

The  department  of  mechanics  and  drawing  was  opened  to  students  September  12, 1882. 
The  shop  is  fitted  for  doing  bench  work  in  wood  and  iron,  while  an  adjoining  room  is 
used  for  forge  work.  Sixteen  students  are  now  taking  this  work,  and  more  would  be 
pleased  to  do  so  were  there  an  opportunity.  A  building  has  been  erected  containing 
basement  and  one  and  one-half  stories,  which  is  soon  to  be  used  for  mechanics.  Within 
two  months  power  will  be  supplied  and  machinery  put  in,  which  will  give  an  opportu- 
nity for  our  students  to  complete  the  course  in  mechanics  by  taking  wood-turning,  scroll 
and  fret  sawing,  while  pattern  making  will  lead  to  the  course  in  iron  work  upon  lathes 
and  planes. 

FACULTY. 

The  faculty  consists  of  a  president,  who  is  professor  of  logic  and  political  economy;  pro- 
fessor of  agriculture  and  botany,  who  is  also  superintendent  of  the  farm;  professor  of 
chemistry  and  physics;  professor  of  mechanics  and  drawing,  who  is  superintendent  of  the 
shops;  a  secretary;  a  superintendent  of  the  department  of  horticulture;  a  superintendent 
of  floral  department;  and  a  matron  of  the  ladies'  dormitory. 

STUDENTS  AND  TUITION. 

The  first  college  class  was  formed  November  28,  1879,  and  consisted  of  23  students,  of 
whom  7  were  women.  The  number  of  students  in  attendance  in  the  year  ending  in  1881 
was  57,  of  whom  25  were  ladies;  in  1882,  56. 

Tuition  is  free  to  all  residents  of  the  State.  A  matriculatioi>fee  of  $5  and  an  incidental 
fee  of  $1  per  term  entitle  the  student  to  all  the  privileges  of  the  college. 

There  are  as  yet  no  scholarships  provided. 

STUDIES. 

Preparatory  year. — First  term:  Arithmetic,  United  States  history,  physical  geography, 
English  analysis.  Second  term:  Arithmetic  United  States  history,  elocution,  physical 
geography,  elementary  physiology,  English  analysis.  Third  term:  Elementary  algebra, 
elocution,  elementary  physiology,  word  analysis.  Throughout  the  year  two  hours  of  daily 
labor  are  required  on  the  farm  or  garden. 

Freshman  year. — First  term:  Algebra,  elementary  rhetoric,  drawing,  agricultural  lect- 
ures. Second  term:  Geometry,  bookkeeping,  drawing,  botany.  Third  term:  Higher  al- 
gebra, ancient  history,  drawing,  botany.  Two  hours  of  daily  labor  on  the  farm  or  garden 
are  required  throughout  the  year. 

Sophomore  year. — First  term:  Geometry  completed,  history  continued,  drawing,  ele- 
mentary chemistry.  Second  term:  Trigonometry  and  surveying,  English  literature, 
drawing,  organic  chemistry,  and  blowpipe  analysis.  Third  term:  Physics,  English  litera- 
ture, drawing,  zoology.  Throughout  the  first  and  second  terms  there  are  two  hours  of 
daily  shop  practice  in  mechanics;  in  the  third  term,  field  surveys  and  levelling. 

Junior  year. — First  term:  Physics,  rhetoric,  geology,  agricultural  chemistry.  Second 
term:  Chemical  physics,  floriculture,  anatomy  and  physiology,  agricultural  chemistry. 
Third  term:  Meteorology,  horticulture,  physiology,  entomology.  During  the  first  and 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  93 

second  terms  there  are  two  hours  of  daily  laboratory  work  in  chemical  analysis;  during  the 
third  term,  two  hours  on  the  i'arm  or  garden. 

Senior  year. — First  term:  Botany,  stock  breeding  and  food  stuffs,  veterinary  science, 
psychology.  Second  term:  Astronomy,  household  economy,  veterinary  science,  logic. 
Third  term:  Moral  science,  landscape  gardening,  United  States  Constitution,  political 
economy.  Throughout  the  year  there  are  two  hours  of  daily  shop  practice  in  mechanics. 

THE  FAEM  AND  GEOUNDS. 

The  college  farm  includes  240  acres,  most  of  which  is  under  cultivation,  the  work  be- 
ing chiefly  experimental,  and  including  the  culture  of  trees,  small  fruits,  cereals,  gar- 
den vegetables,  &c. 

The  trees  under  successful  cultivation  include  the  standard  varieties  of  apple,  pear, 
plum,  and  cherry  ;  and  of  forest  trees,  the  ash,  box-elder,  chestnut,  elm,  locust,  maple, 
and  willow.  The  small  fruits  are  represented  by  blackberries,  currants,  gooseberries, 
grapes,  raspberries,  and  strawberries. 

The  floral  department  is  an  interesting  and  attractive  feature  of  the  college.  The 
grounds  adjoining  the  building  have  been  terraced  and  grassed,  and  adorned  with  the 
choicest  varieties  of  shrubbery  and  flowers.  The  farm* has  been  surveyed  by  an  expe- 
rienced landscape  gardener,  with  a  view  to  the  irrigation  of  its  highest  portions,  its  divis- 
ion into  fields  and  parks,  and  the  setting  out  of  fruit  and  forest  trees. 

MANUAL  LABOE. 

The  college  embodies  with  a  liberal  course  of  study  practical  training  in  the  work  of 
the  shop  and  the  farm,  its  students  being  required  to  spend  at  least  two  hours  daily  in 
labor  under  the  direction  of  their  instructors.  Although  this  labor  is  directly  in  the  line 
of  their  studies,  they  are  paid  for  it  when  not  purely  instructional.  This  manual  labor 
is  held  to  be  beneficial  by  the  financial  aid  it  gives  to  the  student,  by  instruction  in 
methods  of  work,  by  the  health  derived  from  moderate  exercise,  and  by  the  correct  ideas 
imparted  as  to  the  dignity  and  importance  of  labor. 

Military  drill  has  been  introduced,  and  all  male  students  are  required  to  participate. 

The  State  has  furnished  the  college  with  thirty  stand  of  arms  for  equipment.  These 
are  not  sufficient  for  our  present  needs,  to  say  nothing  of  future  prospective  growth.  The 
drill  is  for  twenty  minutes  each  day,  as  the  faculty  believe  a  short  time  daily  to  be  better 
than  a  longer  time  at  longer  intervals. 

LATEST  INFOEMATION. 

School  opened  September  7,  1882,  with  .the  college  reorganized  and  a  full  line  of  work 
added  to  the  course,  which  includes  two  years  of  drawing.  The  instruction  in  this  is 
made  supplementary  to  the  course  in  the  mechanic  shop. 

The  attendance  is  good,  there  being  35  young  men  and  21  young  ladies  enrolled — total  56. 
The  school  is  in  a  most  prosperous  condition;  there  being  more  students  in  attendance 
than  at  any  previous  period  in  the  history  of  the  college,  and  all  are  doing  good,  earnest, 
and  thorough  work. 

The  experimental  work  has  been  extended  very  much.  One  hundred  varieties  of  wheat, 
12  of  barley,  and  several  of  oats  were  grown  on  the  grounds  this  year,  and  the  products 
tastefully  arranged  by  the  professor  of  agriculture,  after  which  they  were  exhibited  at 
the  Denver  Exposition  and  afterward  at  the  Colorado  State  Fair.  This  exhibit  was 
awarded  the  highest  honors,  and  was  conceded  by  all  to  be  the  finest  agricultural  exhibit 
ever  seen. 


CONNECTICUT. 
SHEFFIELD  SCIENTIFIC  SCHOOL. 

[Statements  from  the  most  recent  reports  received  by  this  office.] 
HISTOEY  AND   OBJECTS. 

The  Sheffield  Scientific  School  at  New  Haven,  Conn. ,  is  one  of  the  departments  of  Yale 
College,  and  was  made,  in  1863,  by  action  of  the  State  legislature,  the  beneficiary  of  the 
fund  created  by  the  national  land-grant  endowment  for  the  founding  of  a  college  of  agri- 
culture and  the  mechanic  arts.  The  scientific  school  proper  was  founded  by  the  Yale 
College  corporation  in  1846  and  operations  begun  in  1847. 


94  INDUSTRIAL   EDUCATION    IN    THE    UNITED    STATES. 

A  chair  for  instruction  in  agricultural  chemistry  was  founded;  then  followed  one  in 
chemistry  in  its  applications  to  the  arts.  The  chemical  laboratory  then  established  was 
the  beginning  of  this  great  scientific  school. 

In  1852  a  section  of  civil  engineering  was  provided  for  and  a  professor  appointed.  In 
1855  a  special  course  in  metallurgy  was  established,  and  later  several  professors  and  in- 
structors were  added.  At  this  period,  the  importance  of  the  school  being  established, 
endowments  were  solicited.  Quite  a  number  of  benefactions  were  made,  and  at  last  Mr. 
Joseph  E.  Sheffield,  who  had  already  bestowed  $10,000,  came  forward  with  a  munificent 
offer  of  a  building  and  permanent  fund.  He  purchased  a  building,  refitted  the  same, 
added  two  wings,  and  gave  $50,000  in  addition,  making  the  total  benefaction  over  $100,- 
000.  Since  then  the  school  has  been  known  by  the  name  of  its  benefactor.  The  enlarged 
work  began  in  1859-' 60. 

Under  the  agricultural  college  act  of  1862,  Connecticut  received  scrip  for  180,000  acres 
of  public  lands.  As  no  part  of  this  fund  created  by  the  sale  thereof  could  be  used  for 
building  purposes  the  State  accepted  the  offer  of  the  Sheffield  Scientific  School  to  receive 
the  grant  and  fulfill  its  conditions.  As  a  result  of  this  endowment  the  State  arranged 
for  a  board  of  visitors  and  provided  for  free  scholarship.  The  faculty  proceeded  at  once 
to  meet  the  requirements  of  the  United  States  statutes,  by  providing  competent  instruc- 
tion in  agriculture  and  the  mechanic  arts.  The  latter  subject  was  embodied  in  the  en- 
gineering section.  The  curriculum  has  been  steadily  strengthened  and  enlarged  in  the 
direction  of  technical  science  and  arts  as  applied  to  industry. 

Mr.  Sheffield  has  since  largely  increased  his  endowments  by  enlarging  the  building, 
&c.,  and  other  important  benefactions  have  been  received. 

The  Sheffield  school,  as  now  organized,  provides  for  ' '  instruction  and  researches  in  the 
mathematical,  physical,  and  natural  sciences,  with  reference  to  the  promotion  and  diffu- 
sion of  science,  and  also  to  the  preparation  of  young  men  for  such  pursuits  as  require 
especial  proficiency  in  these  departments  of  learning. ' '  This  instruction  is  designed  ' '  es- 
pecially for  undergraduates  who  desire  a  training  chiefly  mathematical  and  scientific, 
in  less  part  linguistic  and  literary,  for  higher  scientific  studies,  or  for  various  other  occu- 
pations to  which  such  training  is  suited, ' '  and  also  for  post  graduates  of  Yale  or  other 
colleges,  and  other  persons  qualified  "  for  advanced  or  special  scientific  study. "  It  is, 
therefore,  a  technical  school  of  high  character  and  also  one  for  higher  scientific  study, 
investigation,  and  research. 

ENDOWMENTS,    FUNDS,  AND  INCOME. 

The  proceeds  of  the  land  grant  amount  to  $135,000.  The  State  pays  interest  on  this 
sum  at  6  per  cent,  to  the  school.  The  other  funds  of  the  school  have  in  1882  a  face  value 
of  about  $530, 000.  The  total  income  for  1 881  was  $47, 010,  of  which  $17, 798  were  received 
from  tuition  fees.  The  expenses  amounted  to  $48,796,  of  which  sum  $43,207  wras  ex- 
pended for  instruction.  There  are  two  buildings,  with  fixtures,  costing  in  the  aggre- 
gate somewhat  over  $200,000. 

THE    FACULTY. 

The  Sheffield  Scientific  School  maintains  a  faculty  of  seventeen  permanent  professors, 
and  in  addition  twelve  instructors  and  assistants.  The  list  is  as  follows:  President;  a 
professor  of  mineralogy,  who  is  also  executive  officer  and  chairman;  professor  of  civil 
engineering;  of  physics  and  astronomy  (theoretical  and  practical);  of  linguistics  and 
French;  of  theoretical  and  agricultural  chemistry;  of  agriculture;  of  mathematics;  of 
botany;  of  English;  of  political  economy  and  history;  of  analytical  chemistry  and  met- 
allurgy; of  zoology  and  geology;  of  comparative  anatomy;  of  chemistry;  of  physiological 
chemistry;  and  of  dynamical  engineering.  These  permanent  professors  compose  the 
governing  board.  Additional  instructors  and  assistants  are  provided  for  in  German, 
elocution,  free-hand  drawing,  mathematics,  French,  cinematics  and  machine  design, 
analytical  chemistry  (2),  mineralogy,  descriptive  geometry,  and  projection  drawing. 

STUDENTS  AND  FEES. 

There  are  no  female  students;  the  following  is  the  number  of  students  for  1882-' 83: 
Graduates  (students),  16;  seniors,  47;  juniors,  56;  freshmen,  83;  special,  5;  total,  207. 

The  undergraduate  tuition  fees  are  $150  per  annum,  the  graduate  $100.  The  special 
student  in  chemistry  pays  $70  per  annum,  additional,  for  chemicals  and  use  of  appa- 
ratus; he  is  required  to  pay  for  breakage,  gas,  &c.,  the  annual  cost  of  which  is  about  $20. 
A  fee  of  $5  is  charged  the  members  of  the  freshmen  and  other  classes  taking  laboratory 
practice  in  chemistry,  mineralogy,  and  zoology;  the  same  amount  to  all  undergraduates 
for  the  use  of  the  college  reading  room  and  gymnasium. 

There  are  thirty  free  scholarships,  twenty-seven  being  provided  by  the  State  and  three 
by  the  governing  board. 


INDUSTRIAL    EDUCATION   IN   THE    UNITED    STATES.  95 

AGEICULTUEAL  PEACTICE. 

The  State  of  Connecticut  was  the  first  to  establish  an  experimental  station  in  agricult- 
ure. This  was  originally  located  in  the  Sheffield  Scientific  School  and  one  of  the  pro- 
fessors of  the  institution  was  constituted  its  director.  For  several  years  the  station  had 
the  free  and  exclusive  use  of  ther  first-etory  of  the  eastern  wing  of  Sheffield  Hall.  The 
laboratory  apparatus  and  the  materials  of  the  school  have  also  been  used  when  needed. 
But  the  enlargement  of  the  chemical  work  of  the  school  last  year  compelled  the  discon- 
tinuance of  aid  to  the  station,  which  has  now  ample  quarters  of  its  own  in  the  vicinity. 

The  New  Haven  Farmers'  Club  has  had  the  free  use  of  a  room  for  its  meetings,  which 
have  been  held  on  the  first  and  third  Fridays  of  the  month  for  half  the  year,  and  on  the 
first  Friday  of  each  month  during  the  summer.  The  New  Haven  County  Agricultural 
Society  has  had  free  use  of  rooms  for  its  business  meetings.  The  professors  of  agricult- 
ure and  of  agricultural  chemistry  have  from  the  very  first  co-operated  with  the  various 
agricultural  societies  and  farmers'  clubs  throughout  the  State,  and  the  establishment  of 
a  permanent  experimental  station  was  largely  due  to  their  influence.  In  various  other 
ways,  the  school  has,  according  to  its  opportunities,  given  such  aid  and  assistance  as  it 
could  to  the  farming  and  gardening  interests  of  the  State. 

BUILDINGS  AND  APPLIANCES. 

The  buildings  are  known  as  Sheffield  Hall  and  North  Sheffield  Hall.  All  instruction 
in  mineralogy,  geology,  zoology,  and  comparative  anatomy  is  now  given  in  the  Peabody 
Museum.  These  halls  contain  a  large  number  of  recitation  and  lecture  rooms,  a  hall  for 
public  assemblies  and  lectures,  chemical  and  metallurgical  laboratories,  an  astronomical 
observatory,  museum,  a  library  and  reading  room,  besides  studies  for  some  of  the  pro- 
fessors, where  their  private  technical  libraries  are  kept.  The  following  is  a  summary 
statement  of  the  collections  belonging  to  the  school:  (1)  laboratories  and  apparatus  in 
chemistry,  metallurgy,  physics,  and  zoology;  (2)  metallurgical  museum  of  ores,  furnace 
products,  &c. ;  (3)  agricultural  museum  of  soils,  fertilizers,  useful  and  injurious  insects,  &c. ; 
(4)  collections  in  zoology;  (5)  astronomical  observatory,  with  an  equatorial  telescope,  by 
Clark  &  Sons,  of  Cambridge,  a  meridian  circle,  &c. ;  (6)  a  collection  of  mechanical  appa- 
ratus, constituting  the  Collier  cabinet;  (7)  models  in  architecture,  geometrical  drawing, 
civil  engineering,  topographical  engineering  and  mechanics,  diagrams  adapted  to  public 
lectures,  instruments  for  field  practice;  (8)  maps  and  charts,  topographical,  hydrographical, 
geological,  &c.  The  herbarium  of  Professor  Brewer  and  the  astronomical  instruments  of 
Professor  Lyman  are  deposited  in  the  buildings.  Professor  Eaton's  herbarium,  near  at 
hand,  is  freely  accessible.  Students  also  have  access  to  the  various  laboratories  and  col- 
lections in  natural  science  in  the  Peabody  Museum.  The  students  of  the  Sheffield  School 
have  also  at  command  the  libraries,  school  of  fine  arts,  museums,  &c.,  belonging  to  Yale 
College. 

STUDIES  AND  COUESES. 

The  courses  of  instruction,  occupying  three  years,  are  arranged  to  suit  the  require- 
ments of  various  classes  of  students.  The  first  year's  work  is  the  same  for  all;  for  the 
last  two  years,  the  instruction  is  chiefly  arranged  in  special  courses.  Those  most  dis- 
tinctly marked  out  are  the  courses  in  chemistry;  civil  engineering;  dynamical  (or  me- 
chanical) engineering;  agriculture;  studies  preparatory  to  mining  and  metallurgy;  nat- 
ural history;  biology  preparatory  to  medical  studies;  and  select  studies  preparatory  to 
other  higher  studies.  The  arrangement  of  the  studies  is  as  follows  : 

(1)  Freshman  year,  introductory  to  all  courses.    In  addition  to  the  usual  academic 
studies  attention  is  paid  especially  to  analytical  geometry  and  spherical  trigonometry, 
physics,  chemistry,  botany,  and  elementary  drawing. 

(2)  The  course  in  chemistry  for  the  junior  year  embraces  recitations  and  lectures  in 
theoretical  chemistry,  qualitative  analysis  and  laboratory  practice;  mineralogy — blowpipe 
analysis  and  determination  of  species;  French;  G-erman.     The  course  of  study  for  senior 
year  embraces  the  following  subjects:  Organic  chemistry;  agricultural  chemistry  (op- 
tional); laboratory  practice — volumetric  and  mineral  analysis,  assaying;  zoology;  geology; 
metallurgy  (optional) ;  mineralogy  (optional) ;  French. 

(3)  The  course  in  civil  engineering  is  as  follows:  Mathematics — elements  of  the  theory 
of  functions;  numerical  equations;  differential  calculus,  integral  calculus,  rational  me- 
chanics; surveying — field  operations,  topographical  work;  descriptive  geometry,  drawing, 
warped  surfaces,  shadows,  perspective,  and  topographical  drawing;  German;  French. 

The  senior  year  embraces  the  following  courses:  Field  engineering — laying  out  curves, 
location  of  line  of  railroad,  with  calculations  of  excavation  and  embankment,  Henck's 
Field  Book  for  railroad  engineers;  civil  engineering — resistance  of  materials,  bridges  and 
roofs,  stone-cutting,  with  graphical  problems,  building  materials,  stability  of  arches  and 


96  INDUSTRIAL    EDUCATION   IN   THE    UNITED    STATES. 

walls,  Mahan's  Civil  Engineering;  geology — Dana's;  mineralogy — blowpipe  analysis  and 
determinative  mineralogy;  dynamics — principles  of  mechanism,  steam-engine;  hydraulics 
and  hydraulic  motors;  drawing — graphical  statics,  Loomis's  Astronomy  with  "practical 
problems;  French. 

(4)  The  course  in  dynamic  (or  mechanical)  engineering  is  as  follows:  For  the  junior 
year:  Mathematics — elements  of  the  theory  of  functions,  numerical  equations,  differen- 
tial calculus,  integral  calculus,  rational  mechanics;  surveying — field  practice;  drawing — 
descriptive  geometry;  cinematics — general  theory  of  motion  and  principles  of  mechanism, 
elementary  combinations  of  pure  mechanism,  pulleys  and  belts,  gearing  and  forms  of 
teeth  for  wheels,  parallel  motions;  German;  French. 

For  the  senior  year:  statics — the  application  of  the  principles  of  statics  to  rigid  bodies, 
elasticity  and  strength  of  materials,  forms  of  uniform  strength,  stability  of  structures, 
theory  of  the  arch,  construction  of  roof  trusses,  girders  and  iron  bridges;  machine  draw- 
ing— bolts  and  nuts,  riveting,  journals,  axles,  shafts,  couplings,  pillow  blocks,  shaft 
hangers,  pulleys,  connecting  rods  and  cranks,  cross-heads,  pipe  connections,  valves,  cyl- 
inders, stuffing  boxes,  glands;  proportioning  of  machine  parts;  designs  for  machines  with 
working  drawings;  designing  of  hoisting  engine,  shearing  and  pumping  engine,  high 
speed  steam  engine ;  blowpipe  analysis ;  shop  visits  and  reports ;  hydrostatics — equilibrium 
and  pressure  of  fluids,  hydrometers,  manometers,  gauges,  &c. ;  hydrodynamics — water- 
pressure  engines  and  water  wheels,  construction  of  water  reservoirs  and  conduits,  meas- 
urement of  water  supply,  discharge  of  pipes;  thermodynamics — general  principles  of 
heat  employed  as  a  source  of  power,  theory  of  steam  engines,  hot  air  engines,  gas 
engines;  metallurgy. 

(5)  The  course  in  agriculture  is  as  follows:  For  the  junior  year,  lectures  and  recitations; 
theoretical  and  organic  chemistry;  qualitative  analysis;  laboratory  practice;  mineralogy — 
blowpipe  analysis  and  determination  of  species;  physical  geography;  physiology;  botany; 
French;  German.     For  the  senior  year:  Agriculture — cultivation  of  the  staple  crops  of 
the  Northern  States;  tree  planting  and  forestry;  laws  of  heredity  and  principles  of  breed- 
ing; rural  economy — history  of  agriculture  and  sketches  of  husbandry  in  foreign  countries; 
systems  of  husbandry,  agricultural  and  organic  chemistry;  geology;  zoology;  botany; 
microscopy;  English;  French. 

(6)  The  mining  course  is  additional,  and  young  men  desiring  to  become  mining  engi- 
neers may  pursue  the  regular  course  in  civil  or  mechanical  engineering  and  at  its  close 
spend  a  fourth  year  in  the  study  of  metallurgical  chemistry,  mineralogy,  &c. 

(7)  Lectures  on  military  science  and  tactics  are  annually  given  by  General  Abbott  and 
other  officers  of  the  Engineer  Corps  of  the  United  States  Army. 

The  course  in  drawing  extends  through  the  three  years.  During  the  first  term  of  fresh- 
man year,  the  students  practice  free-hand  drawing  at  the  art  school  building.  After  the 
completion  of  the  course  in  free-hand  drawing,  instruction  is  given  during  the  second  term 
in  the  elementary  principles  of  instrumental  drawing,  embracing  elementary  projection 
drawing,  isometric  drawing,  and  descriptive  geometry  as  far  as  warped  surfaces.  This 
course  is  obligatory  upon  all. 

During  the  junior  and  senior  years,  instruction  in  drawing  is  obligatory  only  on  the 
students  in  civil  and  mechanical  engineering.  In  the  former  year  the  system  of  instruc- 
tion embraces  shades  and  shadows,  tinting,  perspective,  and  warped  surfaces.  By  this 
method,  all  the  problems  in  descriptive  geometry  are  required  to  be  worked  out  on  the 
drawing-board  instead  of  the  black-board.  The  course  extends  through  the  entire  year. 
In  senior  year  students  are  required  to  apply  the  principles  of  drawing  already  obtained 
to  works  of  construction,  under  the  general  supervision  of  the  professors  of  civil  and  of 
dynamic  engineering. 

(8)  In  addition  to  these  courses  and  studies,  which  may  properly  be  esteemed  as  fall- 
ing within  a  comprehensive  conception  of  the  purposes  of  Congress  in  creating  an  en- 
dowment for  colleges  of  agriculture  and  the  mechanic  arts,  the  Sheffield  Scientific 
School  has  courses  of  highest  scientific  studies,  as  follows: 

(9)  In  natural  history,  either  geology,  mineralogy,  zoology,  or  botany  may  be  made  the 
principal  study,  some  attention  in  each  case  being  directed  to  the  other  three  branches 
of  natural  history.     For  the  junior  year,  the  course  embraces  chemistry,  qualitative 
analysis,  laboratory  practice,  mineralogy,  blowpipe  analysis,  and  determinative  mineral- 
ogy; botany — Gray's  manual,  laboratory  practice;  zoology — laboratory7  practice,  reci- 
tations, excursions  (land  and  marine);  botany — laboratory  practice,  excursions;  physiol- 
ogy; physical  geography;  German;  French. 

For  the  senior  year:  geology — Dana's,  excursions;  zoology — laboratory  practice,  lectures, 
recitations,  excursions;  botany — herbarium  studies,  comparative  cryptogamous  orders, 
botanical  literature;  essays  in  descriptive  botany,  excursions;  anatomy  of  vertebrates — 
Huxley's;  zoology— laboratory  practice,  recitations,  lectures;  meteorology;  French.  Be- 
sides the  regular  courses  of  recitations  and  lectures  on  structural  and  systematic  zoology 
and  botany  and  on  special  subjects,  students  are  taught  to  prepare,  arrange,  and  identify 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  97 

collections,  to  make  dissections,  to  pursue  original  investigations,  and  to  describe  genera 
and  species  in  the  language  of  science.  For  these  purposes  large  collections  in  zoology 
and  paleontology  belonging  to  the  college  are  available,  as  are  also  the  private  botanical 
collections  of  Professor  Eaton. 

(10)  The  course  in  biology,  preparatory  to  medical  studies,  embraces  two  years  and  cov- 
ers theoretical  and  organic  chemistry,  mineralogy,  physiology,  toxicology,  physiological 
chemistry,  botany,  zoology,  geology,  comparative  anatomy  and  histology;  the  laws  of 
heredity  and  breeding,  with  laboratory  practice  as  needed;  also  German  and  French. 

(11)  A  course  of  select  studies  preparatory  to  other  higher  studies,  is  also  provided  and 
embraces  mineralogy,  English  history  and  literature,  English  history,  physical  geography, 
botany,  political  economy,  geology,  zoology,  linguistics,  meteorology,  German,  and  French. 

• 

DEGKEES. 

The  degrees  which  are  conferred  are  bachelor  of  philosophy,  civil  engineer,  dynamical 
engineer,  and  doctor  of  philosophy.  The  degree  of  bachelor  of  philosophy  is  conferred 
upon  those  who  complete  any  of  the  three  years'  courses  of  study,  passing  all  the  exam- 
inations in  a  satisfactory  manner  and  presenting  a  graduation  thesis.  Those  upon  whom 
this  degree  has  been  conferred  may  obtain  the  engineering  degrees  at  the  end  of  two  aca- 
demical years  by  pursuing  a  course  of  higher  study  and  obtaining  professional  training 
through  special  investigations  or  actual  practice.  The  course  of  study  for  the  degree  of 
civil  engineer  comprises  higher  calculus,  higher  geometry,  theory  of  numerical  operations, 
analytical  and  applied  mechanics,  practical  astronomy,  and  a  course  of  construction  and 
design.  The  course  of  study  for  the  degree  of  dynamical  engineer  is  slightly  varied  from 
that  just  given,  astronomy  being  omitted,  and  other  studies  so  pursued  as  to  bring  me- 
chanics and  mechanical  engineering  into  prominence.  The  degree  of  doctor  of  philosophy 
is  conferred  upon  those  who,  having  already  taken  a  bachelor's  degree,  engage  in  assiduous 
and  successful  study  in  the  department  of  philosophy  and  the  arts  for  not  less  than  two 
years. 


DELAWARE. 
DELAWARE  COLLEGE. 

[Statements  from  the  most  recent  reports  received  by  this  office.] 

This  college,  located  at  Newark,  Del.,  has  been  made  the  beneficiary  by  the  State  of 
the  fund  arising  from  the  national  land  grant  in  behalf  of  agricultural  colleges. 

The  catalogue  for  1879-' 80  states  that  "  It  is  the  design  of  the  college  to  give  to  young 
men  of  proper  age  and  acquirements  such  a  course  of  instruction,  directly  pertaining  to 
agriculture,  as  will  enable  them  to  conduct  the  operations  of  a  farm  both  intelligently 
and  profitably,  and  at  the  same  time,  by  the  introduction  of  such  other  studies  as  consti- 
tute a  substantial  education,  to  secure  thorough  mental  discipline. ' ' 

ENDOWMENT  AND  INCOME. 

The  proceeds  of  the  land  scrip  sales  form  the  permanent  fund  of  this  institution ;  it 
amounts  to  $83,000;  the  annual  income  therefrom  is  $4,980;  income  from  tuition  fees 
(1881),  $500;  total  income,  $5,520.  The  grounds,  buildings,  and  appliances  are  valued  at 
$75,000. 

Faculty. — The  number  of  professors  is  five,  and  includes  the  president,  who  is  also  pro- 
fessor of  mental,  moral,  and  political  science,  and  the  professors  of  agriculture,  physics, 
and  civil  engineering;  of  chemistry,  mineralogy,  and  natural  history;  of  mathematics 
and  modern  languages;  and  of  ancient  languages  and  classical  literature.  There  are  also 
several  lecturers. 

Students. — The  return  for  1880-' 81  reports  54  students,  11  of  whom  were  young  ladies. 
There  are  30  State  scholarships  in  the  gift  of  the  members  of  the  State  assembly.  The 
fees  are  $5  for  matriculation  and  $60  a  year  for  tuition. 

Studies.  —The  agricultural  and  scientific  department  embraces  the  following  :  In  the 
freshman  year,  besides  usual  collegiate  studies,  anatomy,  physiology,  the  laws  of  health, 
modern  and  constitutional  history,  and  practical  mathematics  are  taught. 

The  sophomore  class  study,  in  addition  to  English,  Latin,  and  literature,  agriculture, 
inorganic  chemistry,  zoology,  higher  algebra,  geometry,  botany,  and  political  economy. 

The  course  of  the  junior  class  includes  organic  chemistry,  mineralogy,  French  or  Ger- 
man, trigonometry,  mensuration,  agriculture,  surveying,  and  navigation. 

The  senior  class,  in  addition,  study  astronomy,  physics,  civil  engineering,  geology,  dif- 
ferential calculus,  elements  of  law,  international  law,  and  also  use  the  laboratory. 
S.  Ex.  25 7 


98  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES 

There  is  a  special  course  given  in  chemistry.  The  recitations  and  lectures  in  agriculture 
embrace  the  following  subjects  :  the  formation  of  soils,  their  chemical  and  physical  quali- 
ties, their  suitability  for  different  kinds  of  crops,  and  the  industrial  and  commercial  ef- 
fects of  the  varied  distribution  of  soils  in  the  United  States;  the  constituents  and  chemi- 
cal agencies  of  the  atmosphere  and  of  the  water,  and  the  composition  of  manures;  farm 
implements,  principles  of  construction  and  use;  the  botany  of  agriculture,  classification 
of  plants,  a  knowledge  of  the  crops  cultivated  for  food  and  for  other  special  purposes; 
the  anatomy  of  domestic  animals;  rotation  of  crops,  improvement  of  soils  by  manuring 
and  draining;  methods  of  conducting  experiments;  and  a  consideration  of  the  history  of 
agriculture,  and  the  State  and  national  policy  in  relation  to  the  development  of  agricult- 
ural interests. 

Women  are  admitted  and  a  special  literary  course  is  arranged  for  them.  As  to  special 
appliances,  beyond  small  library,  laboratory,  and  usual  philosophical  apparatus,  no  infor- 
mation is  given. 

Experimental  and  "practical  work. — The  college  does  not  own  a  farm,  but  students  are  in- 
structed on  that  owned  and  worked  by  the  professor  of  agriculature,  who  is  also  under  a 
State  law  regulating  the  manufacture  and  sale  of  fertilizers  ex-officio  State  chemist;  "it 
is  his  duty  to  inspect  by  analyses  samples  of  all  the  fertilizers  offered  for  sale  in  the  State. 
As  a  consequence  of  the  performance  of  this  duty,  many  worthless  articles  have  been  driven 
from  the  market,  and  the  fertilizers  remaining  have  been  greatly  improved  in  quality. 
From  the  analyses  made  by  the  State  chemist,  farmers  have  learned  the  necessary  con- 
stituents of  plant  food,  and,  profiting  by  this  knowledge,  have  been  enabled  to  make  their 
purchases  to  the  best  advantage. 

Hon.  "W.  H.  Ruffner.  of  Virginia,  in  narrating  a  recent  visit  to  Delaware  College,  for 
the  State  Agricultural  College  of  Virginia,  says:  "The  department  of  agriculture  in  the 
Delaware  College  is  conducted  by  means  of  expositions  in  the  class  room  and  visits  to  the 
farm  of  the  professor  of  agriculture,  who  carries  on  a  system  of  mixed  husbandry  on  pri- 
vate account,  and  is  himself  a  skilled  and  laboring  farmer,  as  well  as  a  man  of  scientific 
education.  He  keeps  a  liberal  supply  of  tools  and  takes  his  class  not  only  to  witness  the 
various  operations  of  farming,  fruit  growing,  and  trucking,  but  to  handle  the  tools  and  im- 
plements. Nothing  very  systematic,  however,  is  required.  The  professor  also  takes  his 
class  to  visit  the  machine  and  implement  shops,  of  which  there  are  many  in  Newark." 


GEORGIA. 
THE  STATE  UNIVERSITY  AND  ITS  BRANCHES. 

[Statements  from  catalogues  and  letter.] 
HISTORY  OF  THE  DISPOSITION  OF  THE  GRANT. 

The  entire  proceeds  of  the  sale  of  agricultural  college  scrip  ($242,202.17)  were  given  to 
the  University  of  Georgia  in  1872. 

A  college  of  agriculture  and  the  mechanic  arts  was  then  established  as  a  department  of 
the  university.  In  the  same  year  the  United  States  mint  building  at  Dahlonega  was 
donated  to  the  university  by  the  general  government,  and  a  department  of  the  univer- 
sity opened  there  under  the  name  of  the  North  Georgia  Agricultural  College.  Two  thou- 
sand dollars  are  annually  appropriated  to  it  from  the  income  of  the  agricultural  fund  of 
the  university.  In  1878  branch  institutions  were  added,  one  of  them  at  Cuthbert,  called 
the  Southwest  Georgia  Agricultural  College,  and  the  other  at  Thomasville,  called  the 
South  Georgia  Agricultural  College.  Each  college  receives  $2,000  a  year  from  the  land- 
grant  fund. 

In  1879  the  Middle  Georgia  Military  and  Agricultural  College,  at  Milledgeville,  having 
the  old  State  buildings  for  its  use,  was  made  a  part  of  the  system.  It  also  receives  $2, 000 
per  annum. 

The  State  legislature  pays  to  the  industrial  department  of  Atlanta  University  $8,000 
per  annum,  as  in  lieu  of  all  claims  of  colored  citizens  upon  the  land-grant  funds.  The 
total  disbursed  under  this  head  is  as  follows:  Total  income  from  fund  created  by  sale  of 
the  land-grant  scrip  given  by  the  United  States  to  the  State  of  Georgia  for  the  use  of  a 
college  of  agriculture  and  mechanic  arts,  as  per  secretary's  report  1880,  $17,914.14;  ap- 
propriated annually  by  legislature  for  use  of  colored  students  to  the  Atlanta  University, 
$8,000;  total  income  for  industrial  and  technical  education,  $25,914.14.  This  is  dis- 
bursed as  follows:  State  College  of  Agriculture  and  Mechanic  Arts,  at  Athens,  $9,914.14; 
North  Georgia  Branch  College,  at  Dahlonega,  $2,000;  Middle  Georgia  Branch  College,  at 
Milledgeville,  $2,00fy  South  Georgia  Branch  College,  at  Thomasville,  $2,000;  Southwest 
Georgia  Branch  College,  at  Cuthbert,  $2,000;  Atlanta  University,  $8,000. 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  99 

GEORGIA  STATE  COLLEGE  OF   AGRICULTURE   AND  THE  MECHANIC   ABTS. 

The  leading  object  of  the  department  of  the  University  of  Georgia  known  as  the  State 
College  of  Agriculture  and  the  Mechanic  Arts  is  to  teach  scientific  agriculture  and 
afford  young  men  opportunities  for  instruction  in  practical  departments,  such  as  engi- 
neering, analytical  chemistry,  and  mechanics. 

The  annual  income  consists  of  the  remainder  of  the  income  of  the  land  grant  after  de- 
ducting the  sums  devoted  to  other  branches  of  the  university,  or  about  $8,000. 

The  faculty  consists  of  chancellor  of  the  university  and  seven  professors,  teaching  the 
following  subjects:  English  literature,  modern  languages,  mathematics  (pure  and  ap- 
plied), chemistry,  geology,  and  mineralogy,  physics,  astronomy,  engineering,  and  mili- 
tary tactics,  and  agriculture  and  horticulture. 

The  number  of  students  in  1882  was  39.  The  number  taking  agriculture  as  a  study 
was  29.  Tuition,  in  July,  1881,  was  made  free.  But  every  student  pays  $10  matricu- 
lation and  $5  library  fee — $15  annually. 

The  number  of  graduates  from  the  organization  of  the  college  in  1872  until  and  in- 
cluding 1880  was  53,  of  whom  25  were  civil  engineers,  11  bachelors  of  engineering,  11 
bachelors  of  chemical  science,  and  6  bachelors  of  agriculture.  The  number  of  bachelors 
of  agriculture  does  not  fairly  represent  the  number  of  students  who  have  attended  the 
college  for  the  purpose  of  preparing  themselves  for  farming  as  a  profession.  Many  of 
them  have  taken  degrees  in  engineering  or  chemical  science. 

APPLIANCES   AND   APPARATUS. 

In  addition  to  instruction  by  recitation  and  lectures  in  the  class  room  students  in  ag- 
riculture visit  frequently  the  experimental  farm  connected  with  the  university,  which  is 
under  the  direct  supervision  and  management  of  the  professor  of  agriculture,  and  there 
receive  practical  instruction. 

The  new  laboratory  building  for  the  use  of  the  college  of  agriculture  and  mechanic 
arts,  now  constructed,  is  100  by  50  feet,  three  stories  with  basement.  The  entire  first 
floor  and  basement  are  appropriated  to  the  department  of  chemistry,  containing  analyt- 
ical laboratories,  balance  rooms,  an  assay  room,  a  room  for  microscopic  and  spectroscopic 
work,  an  industrial  museum,  store  room,  engine  room,  workshop,  printing  office,  &c. 
The  second  floor  contains  a  lecture  room  and  museum  for  the  department  of  agriculture, 
and  apparatus  room,  working  room,  and  lecture  room  for  department  of  natural  philos- 
ophy. The  third  floor  contains  a  model  room,  lecture  room  for  students  in  engineering, 
and  drawing  hall. 

Under  an  appropriation  made  by  the  State  legislature  of  $15,000  this  building  has  been 
equipped  with  the  modern  apparatus  requisite  for  chemical  and  physical  laboratories  and 
models,  &c.,  required  in  the  department  of  engineering. 

The  university  chemical  laboratories  are  located  therein ;  they  comprise  rooms  for  ele- 
mentary work,  for  qualitative,  quantitative,  and  volumetric  analysis.  These  are  con- 
nected with  convenient  balance  rooms,  an  assay  room,  evaporating  chambers,  &c. ,  and 
are  completely  fitted  with  all  necessary  appliances  for  chemical  work,  and  furnished  with 
gas,  water,  rapid  filtration  apparatus,  &c. 

The  appliances  in  the  department  of  physics  are  worth  about  $10,000.  Three-fourths ' 
of  this  value  represent  new  and  modern  apparatus  recently  bought.  All  the  apparatus 
is  in  excellent  condition,  and  is  constantly  kept  in  perfect  working  order.  The  selection 
has  been  made  carefully,  every  piece  being  bought  from  that  maker  with  whom  its  manu- 
facture is  a  specialty.  The  apparatus  illustrating  optics  was  purchased  of  Duboseq;  that 
illustrating  acoustics,  from  Koenig;  for  heat,  from  Salleron;  for  electrical  tests,  from 
Elliott — all  European  makers.  The  general  apparatus  was  procured  of  Ritchie  of  Bos- 
ton and  Queen  of  Philadelphia.  Students  pursuing  the  courses  for  the  degrees  of  B.  S. 
and  B.  E. ,  and  others  who  desire  to  do  so,  take  a  special  course  in  practical  physics  in 
addition  to  the  general  course.  In  it  students  perform  under  the  professor's  direction 
the  experiments,  and  explain  them  as  they  proceed  or  submit  their  results  for  criticism. 
They  are  thus  taught  to  handle  apparatus,  to  improvise  and  construct  apparatus  of  their 
own,  to  make  their  own  verifications  of  the  truth  of  principles,  and  to  perform  such  tests 
as  belong  to  physical  work.  The  department  occupies  a  well  arranged  lecture  hall,  an 
apparatus  room,  a  laboratory,  and  a  workshop  for  the  construction  and  repair  of  appa- 
ratus. 

The  department  of  engineering,  in  addition  to  full  sets  of  surveying  instruments,  pos- 
sesses a  very  fine  collection  of  working  models  of  engineering  structures  and  of  machinery, 
by  the  aid  of  which  the  actual  construction  of  bridges,  roofs,  &c. ,  can  be  thoroughly 
illustrated.  Amongst  them  are  found  working  models  of  high  and  low  pressure  steam 
engines;  models  of  steam  boilers;  of  roofs  and  bridges;  of  water  wheels;  of  railway 
tracks;  of  machinery;  of  the  orders  of  architecture,  &c. 


100  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

To  the  department  has  lately  been  added  a  fine  machine  for  testing  the  strength  of 
materials,  made  by  Eiehle  of  Philadelphia;  this  machine  works  up  to  41,000  pounds,  and 
materials  can  be  tested  for  tensile,  crushing,  or  transverse  strength.  There  are  also  a  large 
number  of  plates  and  drawings  illustrating  engineering  works. 

A  large  hall,  50  by  84  feet,  well  lighted,  is  used  by  the  students  in  drawing. 

The  legislature  has  granted  to  the  university  200  stand  of  arms.  All  students,  both 
in  the  State  college  and  academic  departments  of  the  university,  unless  exempted  by 
the  faculty,  are  required  to  take  part  in  the  regular  drills;  these  are  conducted  on  three 
afternoons  of  each  week  of  the  session,  when  the  weather  is  favorable,  between  the  hours 
of  half  past  four  and  half  past  five. 

STUDIES  AND  DEGREES. 

Every  student  who  enters  the  college  is  required  to  take  one  of  the  prescribed  courses. 
He  can  elect  either  the  course  of  agriculture,  or  of  engineering,  or  of  applied  chemistry, 
or  a  partial  course.  He  can  also  add  to  the  studies  of  the  prescribed  course  those  of  the 
schools  of  the  university  for  which  he  may  be  prepared,  provided  that  his  election  does 
not  interfere  with  the  daily  schedule  of  recitations  and  lectures. 

The  agricultural  course  is  as  follows: 

In  the  freshman  class,  besides  English  studies,  algebra,  geometry,  linear  drawing,  and 
botany  are  pursued. 

In  the  sophomore  class  book-keeping,  geometrical  drawing,  elements  of  mechanics, 
trigonometry,  mensuration,  and  surveying,  with  field  and  practical  work,  zoology,  botany, 
and  agriculture  are  studied. 

In  the  junior  class  the  following  studies  are  pursued:  Chemistry;  agricultural  chem- 
istry, with  six  hours  per  week  laboratory  practice;  natural  philosophy;  mechanics  of  solids, 
liquids,  and  gases;  acoustics;  heat;  natural  history;  surveying  and  drawing;  agriculture, 
its  principles,  its  methods,  its  products,  methods  of  propagating  plants,  general  nursery 
management,  practical  illustration  on  experimental  farm;  French  or  German;  English 
literature. 

The  senior  class  has  the  following  course:  Industrial  chemistry;  agricultural  chemis- 
try, including  the  chemical  composition  of  the  plant,  the  laws  regulating  its  growth,  the 
physical  and  chemical  properties  of  the  soil,  the  composition  and  manufacture  of  fertili- 
zers, laboratory  practice  in  agricultural  analysis  of  six  hours  per  week;  natural  philoso- 
phy ;  light ;  magnetism ;  electricity ;  meteorology ;  descriptive  anatomy ;  agriculture,  imple- 
ments, crops,  farm  management,  stock  breeding,  economy  of  labor,  preparation  of  ma- 
nures and  composts,  taught  practically  on  the  experimental  farm ;  geology  and  mineralogy ; 
rural  engineering  and  building  construction;  English  literature.  , 

The  entire  course  entitles  graduates  to  the  degree  of  bachelor  of  agriculture. 

It  is  the  design  of  the  school  of  agriculture  to  give  a  thorough  knowledge  of  theo- 
retical and  practical  farming,  so  that  the  agriculturist  may  do  his  work  carefully  and 
skillfully.  With  this  view  the  students  are  instructed  by  text  books  and  professors' 
lectures  in  the  following  subjects: 

Classification  of  soils,  their  mineral  ingredients,  chemical  composition,  and  physical 
properties;  how  these  properties  may  be  changed  and  improved;  the  best  mode  and  imple- 
ments of  tillage;  the  advantages  of  subsoiling  and  drainage,  and  how  these  may  be  best 
performed,  and  the  various  kinds  and  properties  of  manures. 

Plants,  botanically,  economically,  and  geographically  considered;  those  adapted  to  the 
food  of  man,  how  and  where  produced,  their  properties  and  value,  which  can  be  produced 
best  at  home,  and  which  purchased  from  abroad. 

The  design,  use,  location,  arrangement,  kind  of  soil,  culture,  and  implements  of  the 
vegetable  garden  and  orchard;  pruning,  transplanting,  and  propagation  of  fruit,  orna- 
mental, and  forest  trees. 

The  anatomy  and  physiology  of  the  domestic  animals,  their  breeding,  management, 
and  adaptation  to  farm  economy. 

Insects,  their  classification,  history,  and  habits;  which  are  noxious  and  should  be  de- 
stroyed, and  which  beneficial  and  should  be  preserved. 

Farm  buildings  and  farm  machinery. 

Landscape  gardening,  laying  out  gardens  and  lawns  and  their  ornamentation,  and  the 
culture  and  propagation  of  flowers  and  shrubs. 

Students  in  agriculture  meet  with  the  classes  in  engineering  in  some  studies;  they  be- 
come draughtsmen,  and  are  enabled  to  make  necessary  plans.  Attention  is  particularly 
turned  to  the  construction  of  farm  buildings.  They  also  study  surveying  and  join  in  all 
field  exercises. 

Special  instruction  is  given  on  the  drainage  of  land,  and  the  manner  of  laying  the  lines 
of  drainage  is  thoroughly  illustrated  by  practice  in  the  field. 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES  101 

Instruction  is  also  given  in  strength  of  materials ;  in  framing  and  building;  in  the  con- 
struction of  roads. 

The  engineering  course  embraces  for  the  freshman  and  sophomore  classes  the  same 
studies  as  those  of  the  agricultural  course.  The  studies  pursued  by  the  juniors  and  sen- 
iors lead  to  the  degree  of  bachelor  of  engineering,  and  embrace  the  following  subjects: 
Analytical  and  descriptive  geometry;  geometrical,  topographical,  isometrical  engineering, 
and  plan  drawing;  tinting,  lettering,  shades  and  shadows,  and  perspective;  surveying 
with  chain,  compass,  and  transit;  leveling;  natural  philosophy;  mechanics  of  solids, 
liquids,  and  gases;  acoustics;  light;  heat;  magnetism;  electricity;  meteorology;  elements 
of  astronomy;  French  or  German;  differential  and  integral  calculus;  mechanics  of  engi- 
neering; chemistry;  mineralogy  and  geology;  laboratory  practice;  mechanics,  theoretical; 
astronomy,  spherical  and  descriptive;  analysis  of  engineering  constructions ;  thesis. 

A  special  course  of  one  year  for  the  degree  of  civil  engineer  includes  the  following 
subjects:  Weisbach's  or  Mosely's  Mechanics  of  Engineering;  Stoney  on  Strains;  Warren's 
Machine  Construction  and  Draughting;  chemical  laboratory  work;  French  or  German; 
thesis. 

The  department  of  engineering  has  also  organized  a  partial  course  in  u  building  and 
architecture;"  it  includes  the  studies  of  the  first,  second,  and  third  years  in  engineering, 
omitting  a  part  of  the  higher  mathematics,  and  instead  thereof  giving  attention  to 
architectural  drawing,  structures  of  wood,  stone,  and  iron,  foundations,  walls,  arches, 
trusses,  roofs,  &c. ;  the  application  of  descriptive  geometry  to  masonry  and  carpentry; 
strength  of  materials;  ventilation,  warming,  acoustics;  building  materials,  woods,  stones, 
mortars,  cements,  paints,  &c. 

Upon  the  satisfactory  completion  of  this  course  a  certificate  will  be  given  stating  the 
time  spent  at  the  college  and  the  progress  made. 

The  school  of  engineering  is  organized  for  the  benefit  of  the  following  classes  of  students, 
namely:  (1)  Those  who  intend  to  make  engineering  a  profession,  the  course  of  instruc- 
tion enabling  the  student  to  acquire  such  a  practical  knowledge  of  the  science  as  to  be 
qualified  for  entering,  upon  graduation,  upon  the  duties  of  the  profession;  (2)  those 
who  desire  to  study  applied  mathematics,  to  complete  the  scientific  course. 

The  students  in  the  regular  course  of  agriculture  not  able  to  complete  one  of  the  regu- 
lar courses  confine  themselves  to  the  study  of  such  subjects  as  they  may  elect. 

The  mode  of  instruction  is  partly  by  means  of  text  books,  but  principally  by  lectures. 
Throughout  the  course  the  application  of  the  theory  is  enforced  by  requiring  the  solu- 
tion of  practical  problems,  by  exercises  in  the  field,  and  by  the  construction  of  original 
drawings,  with  necessary  bills  of  materials  and  specifications. 

In  the*<;ourse  of  surveying  each  student  has  abundant  opportunity  to  manage  and  use 
the  instruments  himself.  Every  operation  is  illustrated  by  actual  field  work. 

The  course  of  drawing  includes  all  the  principles  required  in  the  practice  of  the  pro- 
fessional engineer  and  architect.  Each  student  of  the  State  college  is  employed  in  draw- 
ing during  a  part  of  the  course  from  one  to  two  hours  each  day.  During  the  first  year 
all  are  required  to  take  linear  drawing,  and  the  work  done  is  "intended  to  be  auxiliary 
to  the  study  of  geometry. 

The  full  course  includes  orthographic  and  isometrical  projections;  development  of  sur- 
faces; practical  perspective;  linear,  free-hand,  and  object  drawing;  building  and  architect- 
ural drawing;  masonry  drawing;  drawing  for  carpenters;  mechanical  drawing,  including 
drawing  from  rough  sketches,  drawing  and  shading  from  solid  objects,  drawing  of  ma- 
chinery. 

The  course  in  chemistry  leads  to  the  degree  of  bachelor  of  chemistry  and  embraces, 
for  junior  and  senior  classes,  the  following  studies: 

For  the  junior  class — general  chemistry ;  laboratory  practice,  including  chemical  manip- 
ulations; blow-pipe  analysis  and  qualitative  analysis;  physics;  mechanics  of  solids,  liquids, 
and  gases;  acoustics,  light,  heat;  English  and  English  literature;  French;  German. 

For  the  senior  class — industrial  chemistry,  including  mining,  metallurgic  processes  for 
the  extraction  of  the  useful  metals,  the  manufacture  of  important  commercial  chemicals, 
acids,  salts,  fertilizers,  &c. ;  the  manufacture  of  glass  and  porcelain;  agricultural  chem- 
istry, the  composition  and  use  of  crude  and  manipulated  fertilizers,  &c. ;  the  manufact- 
ure of  cane  and  beet  sugar,  of  alcohol,  wine,  beer,  vinegar,  &c. ;  bleaching,  dyeing, 
calico  printing,  and  tanning;  gunpowder  and  other  explosives;  soap  and  candles;  gas  and 
illuminating  oils;  printing,  photography,  &c. ;  laboratory  practice;  quantitative  analysis; 
gravimetric  and  volumetric  analysis  of  soils,  fertilizers,  blood,  urine,  metals,  ores,  &c. 
(the  student  will  be  employed  in  this  laboratory  work  for  five  hours  each  day  during  six 
days  of  the  week);  mineralogy;  geology;  physics,  magnetism,  electricity,  meteorology; 
astronomy;  French;  German. 

Besides  lectures  and  recitations,  a  certain  amount  of  time  to  be  devoted  to  practical 
work  is  required  of  each  class,  but  facilities  are  offered  each  student  to  increase  the  amount 
if  desired. 


102  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES 

A  preliminary  course  of  instruction  is  given  in  manipulation,  and  constant  practice  is 
required,  that  students  may  familiarize  themselves  with  such  portions  of  the  laboratory 
work  as  require  mechanical  skill,  with  glass  blowing,  handling  and  care  of  apparatus, 
use  of  blow-pipe,  &c. 

A  course  of  blow-pipe  analysis  is  next  given;  then  a  thorough  course  in  qualitative 
chemical  analysis  is  pursued,  until  the  student  is  competent  to  determine  the  chemical 
constituents  of  an  unknown  substance  presented  to  him. 

The  remainder  of  the  course  is  devoted  to  quantitative  analysis,  gravimetric  and  volu- 
metric, the  quantitative  determination  of  the  chemical  constituents  of  a  substance  the 
composition  of  which  has  been  previously  determined  by  qualitative  analysis.  After 
passing  the  regular  course  to  the  necessary  extent,  the  students  will  be  allowed  consider- 
able latitude  in  the  choice  of  substances  for  examination,  whether  of  soils  or  fertilizers,  in 
connection  with  the  study  of  scientific  agriculture;  of  blood,  urine,  &c.,  by  the  medical 
student:  of  metals  and  ores,  by  those  interested  in  mining,  mineralogy,  and  metallurgy. 

NORTH   GEORGIA  AGRICULTURAL   COLLEGE. 

This  college,  opened  January,  1873,  is  located  in  Northern  Georgia,  at  Dahlonega.  Its 
building  was  destroyed  by  fire  in  December,  1878,  but  has  been  rebuilt  on  the  old  foun- 
dations. It  has  a  front  of  122  feet,  with  an  extension  in  the  rear  of  87  feet,  and  is  three 
stories  high.  It  contains  a  chapel  room,  society  halls,  fourteen  recitation  rooms,  library 
room,  and  chemical  laboratory. 

No  special  age  or  preparation  is  necessary  for  admission  to  the  college.  While  it 
is  desirable  that  all  pupils  should  enter  at  the  beginning  of  the  term,  yet  they  are  re- 
ceived at  any  time,  and  such  is  the  scope  of  instruction  that  a  grade  can  at  all  times  be 
found  for  those  entering  late.  Tuition  is  free,  but  a  matriculation  fee  of  $5  a  term  or 
$10  a  year  is  required  of  each  student. 

The  session  commences  first  Monday  in  September,  and  is  continuous  for  two  terms. 
Spring  term  commences  February  1  and  ends  June  15.  Military  drill  is  compulsory, 
and  students  are  required,  when  on  drill,  to  wear  uniforms. 

The  military  department  is  under  the  management  of  a  United  States  officer,  especially 
detailed  by  the  Secretary  of  War  as  commandant  of  cadets  at  this  institution. 

The  educational  intelligence  afforded  by  this  institution  hasespeeiallyinviewthe  prep- 
aration of  the  pupil  (1)  for  the  business  and  for  the  enjoyment  of  practical  home  and 
farm  life,  (2)  for  the  higher  classes  in  the  University  of  Georgia,  and  (3)  for  the  pro- 
fession of  teaching  and  as  a  passport  for  the  same.  Certificates  of  proficiency  in  the  studies 
of  the  several  departments  and  of  qualifications  to  teach  will  be  granted  by  the  trustees 
to  students  showing  diligence,  aptitude,  and  progress  in  their  education. 

The  faculty,  by  express  authority  of  the  legislature,  can  grant  licenses  to  the  students 
of  this  institution  to  teach  in  the  State  schools  without  examinations.  It  consists  of  five 
professors,  two  adjunct  professors,  and  one  assistant.  Number  of  students  for  the  session 
of  1881:  males  and  females,  177.  'Of  this  aggregate  there  are  in  the  college  classes  48, 
viz:  seniors,  6;  juniors,  11;  sophomores,  13;  freshmen,  18.  The  balance,  129,  are  in  the 
preparatory  and  primary  classes. 

MIDDLE  GEORGIA  MILITARY  AND  AGRICULTURAL  COLLEGE. 

This  college,  opened  January,  1880,  is  located  at  Milledgeville,  Baldwin  County, 
Georgia. 

The  old  State  capitol  buildings  and  grounds,  donated  to  the  trustees  of  the  State  Uni- 
versity for  the  purpose  of  establishing  this  college,  furnish  ample  accommodations. 

The  faculty  consists  of  5  professors  and  5  teachers.  Number  of  students  (1882) ,  355 ;  37 
are  in  college  grade.  Under  college  grade  there  are  318,  viz:  151  boys  and  167  girls. 
Military  exercises  form  a  part  of  the  instruction,  and  the  boys  are  required  to  wear  a  uni- 
form. 

The  college  has  recently  come  into  possession  of  a  library  consisting  of  about  3,000 
volumes. 

SOUTHWEST  GEORGIA   AGRICULTURAL  COLLEGE. 

This  college,  opened  in  September,  1879,  is  located  at  Cuthbert,  Randolph  County, 
Georgia.  The  college  building  is  spacious  and  well  arranged,  with  capacity  to  accommo- 
date from  two  hundred  to  two  hundred  and  fifty  students. 

The  real  estate  belonging  to  the  college  embraces  an  area  of  30  acres.  The  situation  is 
beautiful,  pleasant,  and  well  adapted  to  such  an  enterprise. 

No  charge  is  made  for  tuition,  but  an  incidental  fee  of  $5  per  session  is  required  of  every 
student  able  to  pay,  making  $10  for  the  year. 

The  faculty  consists  of  3  professors  and  1  assistant.     The  number  of  students  for  the 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  103 

present  session  (all  males)  is  155,  of  whom  25  are  in  college  grade,  viz:  7  in  the  sopho- 
more class  and  18  in  the  freshman.     The  remainder,  130,  are  under  college  grade. 

Military  exercises  form  a  part  of  the  scheme  of  instruction,  and  the  students  are  re- 
quired to  wear  a  uniform. 

SOUTH   GEORGIA    AGRICULTURAL   COLLEGE. 

This  college,  opened  in  September,  1879,  is  located  at  Thomas ville,  Thomas  County, 
Georgia.  The  buildings,  all  brick,  are  three  in  number,  capable  of  accommodating  about 
one  hundred  and  seventy-live  or  two  hundred  students.  The  main  building  has  recita- 
tion rooms  below  and  four  rooms  above  used  for  sleeping  rooms  for  students.  The  reci- 
tation rooms  are  all  comfortably  furnished. 

Tuition  is  free,  but  a  matriculation  fee  of  §5  per  'term  is  required,  making  $10  a 
year. 

Session  begins  first  Wednesday  in  September  and  continues  forty  weeks. 

The  faculty  consists  of  5  professors.  Number  of  students  (all  males)  was,  in  1882, 
185,  of  whom  14  are  in  college  grade.  The  remainder,  171,  are  under  college  grade. 

All  students  are  required  to  drill  and  to  wear  uniform. 

ATLANTA  UNIVERSITY. 

Atlanta  University  was  chartered  in  1867  and  organized  in  1869.  It  is  designed  to 
afford  the  colored  people  opportunities  for  obtaining  such  education  as  shall  be  most 
profitable  to  them.  It  has  three  courses  of  study,  the  college,  college  preparatory,  and 
the  normal.  A  grammar  school  is  also  connected  with  the  university. 

In  the  year  1880-' 81  the  number  of  students  in  the  college  course  was  17;  in  the  col- 
lege preparatory  course,  14;  in  the  normal  course,  83;  in  the  grammar  school,  227.  Of 
the  341  students,  158  were  boys,  183  girls;  215  were  boarders  and  126  day  pupils. 

The  faculty  consists  of  the  president,  3  professors,  and  11  instructors  andi  teachers. 
The  graduates  previous  to  1881  in  the  college  course  (A.  B. )  numbered  22;  in  the  normal 
course,  49. 

The  expenses  for  tuition  are  $2  a  month  in  the  college  course  and  §1  per  month  in  the 
other  courses. 

The  board  is  estimated  at  §3  par  month,  and  all  pupils  are  required  to  work  for  the 
institution  at  least  one  hour  a  day. 

The  university  has  only  $5,300  permanent  fund,  a  little  physical  apparatus,  and  a 
library  of  about  500  vol  umes.  The  $8, 000  annually  given  by  the  State  is  its  chief  income. 
There  are  three  commodious  buildings. 


ILLINOIS. 
ILLINOIS  INDUSTRIAL  UNIVERSITY. 

[From  report  by  the  regent,  supplemented  by  material  from  catalogues.] 

The  leading  'objects  of  the  Illinois  Industrial  University  are  those  expressed  by  the 
terms  of  the  act  of  Congress  of  1862,  under  which  the  State  received  the  endowment  that 
supports  the  teaching  force  of  the  university. 

ENDOWMENT  AND   FUNDS. 

The  State  of  Illinois  received  from  the  United  States,  in  accordance  with  the  provisions 
of  the  act  of  1862,  scrip  for  480,000  acres  of  land.  Scrip  for  454,460  acres  was  sold,  yield- 
ing $319,178.17,  and  the  proceeds  were  invested  in  approved  State  and  county  securities 
in  the  State  of  Illinois.  The  remaining  scrip,  25,440  acres,  was  located  in  Minnesota  and 
Nebraska  upon  lands  which  are  yet  part  of  the  property  of  the  university,  but  unproduc- 
tive. There  is  no  other  endowment. 

The  real  estate  of  the  university  situate  in  Urbana,  its  farms  and  public  grounds,  with 
the  buildings  thereon,  and  its  other  property  in  machinery,  apparatus,  library,  stock,  &c., 
have  been  obtained  partly  from  donations  of  the  cities  of  Urbana  and  Champaign  and 
their  residents,  and  partly  from  appropriations  made  in  successive  sessions  by  the  State. 
The  total  value  of  such  property  may  be  estimated  (1882)  at  $400,000  to  $450,000. 


104  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

Receipts  and  expenditures  for  the  years  ending  at  the  dates  given. 


\  September  30, 1880.  !  September  30,  1881. 


RECEIPTS. 

Balance  from  last  year  : 
State             

$10  618  66 

$5,582  91 

Current 

7  298  93 

7  168  23 

Interest  on  endowment  

21,398  40 

20,  660  00 

From  State  appropriations  

8  695  50 

26,  610  37 

From  fees  and  room  rent 

10  619  21 

9  908  67 

Gross  receipts  from  departments  of  labor  

15,053  34 

16,  100  41 

Illinois  Central  Railroad  freight  donation  

2,199  60 

Miscellaneous 

943  24 

981  98 

Total              

74,627  28 

89,212  17 

EXPENDITURES. 

28  184  22 

28  392  54 

On  account  of  State  appropriations  

13,842  88 

15,712  91 

On  account  of  departments  of  labor             ....          .     . 

12  595  62 

16  188  67 

7  253  42 

7  763  54 

Total                                          .              

61  876  14 

68,057  66 

Balance: 
State            

5,582  91 

16,451  85 

Current                                                                

7  168  23 

4,702  66 

74,627  2£ 


89,212  17 


ORGANIZATION. 

The  organization  of  the  university  provides  instruction  in  these  colleges  and  schools: 
The  college  of  agriculture,  the  college  of  engineering,  school  of  mechanical  engineering, 
school  of  civil  and  mining  engineering,  school  of  architecture,  the  college  of  natural 
science,  school  of  natural  history,  school  of  chemistry,  the  college  of  literature  and  science, 
school  of  English  and  modern  languages,  school  of  ancient  languages.  Additional 
schools:  The  school  of  military  science,  school  of  art  and  design. 

In  each  of  the  schools  enumerated  above  instruction  has  been  given  continuously 
throughout  the  year.  The  question  as  to  which  of  them  are  "leading  "  will  be  best  an- 
swered by  the  list  of  professorships,  and  by  describing  the  facilities,  including  buildings, 
farms,  workshops,  laboratories,  apparatus,  &c.,  furnished  and  in  use  as  the  equipment 
for  instruction. 

FACULTY. 

The  faculty  consists  of  the  regent,  who  is  professor  of  mechanical  engineering  and  phys- 
ics; professor  of  botany  and  horticulture  (vice-president),  professors  of  mathematics,  mod- 
ern languages,  geology  and  zoology,  English  language  and  literature,  architecture,  history 
and  ancient  languages,  chemistry,  agriculture,  veterinary  science,  industrial  art  and  de- 
signing, military  science  and  tactics,  civil  engineering,  and  agricultural  chemistry;  assist- 
ants in  mechanical  engineering,  English  and  ancient  languages,  and  laboratory  work, 
instructors  in  right-line  drawing,  elocution,  mathematics  and  botany,  and  natural  science; 
a  teacher  of  vocal  and  instrumental  music,  and  foremen  of  carpenter  and  machine  shops. 

STUDENTS. 

Three  hundred  and  fifty-two  students  were  in  attendance  in  1881-' 82,  classified  as  fol- 
lows: Resident  graduates,  9;  seniors,  35;  juniors,  49;  sophomores,  91;  freshmen,  87; 
preparatory,  71;  special,  10.  The  course  in  agriculture  was  pursued  by  21  students;  me- 
chanical engineering,  by  41;  civil  engineering,  41;  mining  engineering,  3;  architecture, 
14;  chemistry,  42;  natural  history,  14;  art  and  design,  4;  English  and  modern  languages, 
105;  ancient  languages,  16;  elective,  14;  miscellaneous,  35.  There  were  76  ladies  among 
the  number,  one  of  whom  studied  chemistry;  1,  art  and  design;  4,  elective  courses;  7, 
courses  not  specified;  9,  natural  history;  50,  English  and  modern  languages;  and  4,  ancient 
languages. 

Tuition  is  free  in  all  the  university  classes.  A  matriculation  fee  of  $10  entitles  the 
student  to  membership  in  the  university  until  he  has  completed  his  studies.  Fees  for 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  105 

incidental  expenses  amount  to  $22.50  annually.  Students  are  charged  for  material  used 
or  apparatus  broken  in  the  laboratories,  but  not  for  the  use  and  ordinary  wear  of  instru- 
ments. 

The  legislature  of  Illinois  in  the  act  founding  the  university  provided  that  no  degrees 
should  be  conferred  nor  diplomas  awarded,  but  that  certificates  might  be  given  which 
should  set  forth  the  studies  pursued  and  the  proficiency  attained  therein  during  the  res- 
idence of  students  at  the  university.  A  full  certificate,  deemed  equivalent  to  evidence 
of  graduation,  was  evidence  of  satisfactory  attainment  in  thirty-six  university  studies 
covering  one  term  each.  In  1877  the  legislature  gave  authority  to  confer  degrees,  and 
pursuant  to  that  authority  degrees  of  bachelor  of  science,  bachelor  of  letters,  bachelor  of 
.arts,  master  of  science,  master  of  letters,  master  of  arts,  civil  engineer,  and  mechanical 
engineer  have  been  conferred. 

The  total  number  of  graduates  to  1882  holding  full  four  years'  certificates  is,  men  179, 
women  34,  total  213.  Graduates  from  1877  to  1881:  bachelor  of  arts,  men  4,  women  2, 
total  6;  bachelor  of  letters,  men  33,  women  17,  total  50;  bachelor  of  science,  men  71, 
women  11,  total  82.  Total  number  of  graduates  347,  men  280,  women  67. 

A  list  of  the  graduates  with  their  occupations  and  residences  is  given  in  the  catalogue 
for  1881-' 82.  According  to  it,  52  are  engaged  in  teaching,  37  in  farming,  33  in  law,  27  in 
engineering,  18  as  clerks  and  agents,  15  in  household  duties,  14  in  medicine,  12  are 
merchants,  and  11  architects  or  draughtsmen,  and  the  remainder  are  distributed  among  a 
score  of  different  occupations. 

OUTLINE  OF  PLAN  OF  INSTRUCTION. 

Each  school  has  a  well-defined  course  of  study,  peculiar  to  itself  in  certain  technical 
branches.  The  full  time  for  each  of  the  courses  of  study  is  four  years;  but  students  take 
a  longer  time  if  necessary,  or  if  competent  they  may  complete  a  course  in  less  time.  A 
student  may,  under  certain  conditions,  arrange  a  course  of  study  for  himself,  and  when 
he  shall  have  completed  thirty-six  terms  of  university  subjects  he  is  entitled  to  a  full  cer- 
tificate setting  forth  the  facts. 

THE  COLLEGE   OF   AGRICULTURE. 

The  object  of  the  College  of  Agriculture  is  to  lead  the  student  toward  a  thorough  under- 
standing of  all  that  man  can  know  about  soils  and  seeds,  plants  and  animals,  and  the  in- 
fluences of  light,  heat,  and  moisture  on  his  fields,  his  crops,  and  his  stock,  so  that  he  may 
both  understand  the  reason  of  processes  he  uses  and  may  intelligently  work  for  the  im- 
provement of  those  processes.  Theory  and  practice  are  united  in  the  method  of  in- 
struction. The  technical  studies  are  taught  mainly  by  lectures,  with  careful  reading  of 
standard  agricultural  books  and  periodicals  and  frequent  discussions,  oral  and  written, 
by  students,  of  the  principles  taught.  These  are  also  illustrated  by  demonstrations  and 
observations  in  the  fields,  stables,  orchards,  gardens,  and  plant-houses. 

The  requirements  for  admission  to  the  agricultural  course  are  that  the  candidate  be  at 
least  fifteen  years  of  age  and  pass  satisfactory  examinations  in  common  school  branches 
and  the  studies  of  the  preliminary  year,  which  are  algebra,  geometry,  natural  philoso- 
phy, botany,  physiology,  and  studies  in  English.  For  admission  to  a  "farmer's  "  course 
of  one  year  examination  in  common  school  branches  only  is  required. 

There  are  two  courses  of  study,  one  covering  four  years,  the  other  one  year.  The 
former  is  the  regular  course  leading  to  the  degree  of  B.  S.  Its  studies  are  as  follows: 

First  year:  elements  of  agriculture  and  horticulture,  vegetable  physiology,  chemistry, 
trigonometry,  rhetoric,  British  authors  or  free-hand  drawing,  and  shop  practice. 

Second  year:  agricultural  chemistry,  economic  entomology,  zoology,  botany,  and  Ger- 
man. 

Third  year:  agricultural  engineering  and  architecture,  animal  anatomy  and  physiol- 
ogy, animal  husbandry,  veterinary  science,  landscape  gardening,  geology  or  ancient  his- 
tory, and  physics  or  mediaeval  and  modern  history. 

Fourth  year:  meteorology  and  physical  geography,  history  of  agriculture  and  rural  law, 
rural  economy,  political  economy,  constitutional  history,  mental  science,  history  of  civ- 
ilization, and  laboratory  work. 

Special  horticultural  branches  may  be  substituted  for  agricultural  or  veterinary  studies 
by  those  so  desiring.  The  shorter  course  is  called  the  iarmer's  course.  Its  studies  are 
taught  in  the  following  order :  First  term:  elements  of  agriculture,  agricultural  engineer- 
ing a-nd  architecture,  animal  anatomy  and  physiology,  shop  practice.  Second  term :  animal 
husbandly,  rural  economy,  veterinary  science.  Third  term:  history  of  agriculture  and 
rural  law,  veterinary  science,  practical  entomology  or  landscape  gardening. 

The  studies  of  the  second  or  winter  term  are  arranged  so  as  to  be  profitably  studied 
by  those  who  can  be  in  attendance  only  during  that  term. 


106  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

As  will  be  seen  by  the  courses  given  above,  the  agricultural  studies  are  included  under 
the  heads  elements  of  agriculture,  agricultural  engineering  and  architecture,  which  in- 
cludes drainage,  irrigation,  water  supply,  fencing,  building,  and  machinery;  animal  hus- 
bandry, including  breeds  and  breeding;  rural  economy,  history  of  agriculture,  and  rural 
law.  The  special  studies  in  horticulture  are  (1)  elements  of  horticulture,  in  which  are 
briefly  discussed  nursery  work,  orcharding,  ornamental  trees  and  shrubs,  flower  gar- 
dens, vegetable  gardens  and  their  accessory  hot  beds  and  houses,  vineyards,  and  small 
fruits.  Instruction  and  practice  is  given  in  grafting,  budding,  and  propagation.  (2) 
landscape  gardening,  in  which  the  principles  and  history  of  the  art,  the  laying  out  of 
grounds,  the  construction  of  buildings,  the  use  of  water,  and  many  other  similar  things 
are  taught.  Practice  in  designing  grounds  is  given..  (3)  floriculture,  or  the  kinds, 
propagation,  growth,  and  care  of  flowering  and  other  ornamental  plants.  (4)  pomol- 
ogy and  forestry,  which  are  each  accompanied  with  practical  work.  (5)  plant-houses 
and  management.  This  study  includes  gardening  and  landscape  architecture,  and  the 
construction,  heating,  ventilation,  and  general  management  of  plant-houses  so  as  to  se- 
cure the  best  growth.  Practice  is  afforded  in  the  pi  ant- ho  uses  of  the  university. 

The  class-room  work  consists  of  lectures  and  architectural  designing  and  drawing. 

Veterinary  science  is  taught  during  the  third  year.  In  the  first  term  the  anatomy  and 
physiology  of  the  domestic  animals  is  taught  by  lectures,  demonstrations,  and  dissec- 
tions. Post-mortems  of  healthy  and  diseased  animals  are  made,  so  that  the  student  may 
become  practically  acquainted  with  the  tissues  in  health  and  disease.  The  first  six 
weeks  of  the  second  term  are  devoted  to  the  study  of  medicines,  their  actions  and  uses; 
the  remainder  of  the  term,  to  lectures  on  the  principles  and  practice  of  veterinary  science. 
During  the  third  term,  practical  instruction  is  given  in  clinical  work,  as  cases  present 
themselves  at  the  veterinary  infirmary,  where  animals  are  treated  or  operated  upon,  free 
of  charge,  for  the  instruction  of  students.  Lectures  are  also  given  on  veterinary  sani- 
tary science  and  the  principles  and  practice  of  veterinary  surgery. 

The  apparatus  and  appliances  which  are  used  in  the  aid  of  instruction  are  described  a 
few  pages  further  on. 

COLLEGE  OF  ENGINEEKING. 

The  three-  schools  embraced  by  this  college  are  designed  to  thoroughly  train  students 
of  engineering  and  architecture.  The  instruction  in  the  school  of  mechanical  engineer- 
ing, while  severely  scientific,  is  thoroughly  practical. 

The  mechanical  laboratory  is  in  use  at  every  stage.  Principles  are  imparted  by  lect- 
ures, text-books,  and  illustrations.  Test  experiments  in  machines  and  motors  are  tried. 
Practice  is  acquired  by  the  production  of  elementary  forms  and  the  execution  of  proj- 
ects. Designing  is  a  necessary  part  of  every  term's  work,  and  accompanies  all  studies. 
Shop  practice  is  carefully  arranged  in  order  to  fully  familiarize  the  student  with  tools, 
machines,  and  the  mode  of  their  production.  This  practice  represents  four  branches: 
Pattern-making,  blacksmithing,  bench-work  for  iron,  and  machine  tool  work  for  iron. 
The  course  fits  the  student  for  the  advanced  shop  practice  in  designing  and  constructing 
complete  machines,  which  is  undertaken  after  finishing  the  elementary  work  of  the  first 
year. 

The  students  in  the  course  leading  to  the  degree  of  bachelor  of  science  in  the  school 
of  mechanical  engineering  are,  in  the  first  year,  trigonometry,  analytical  geometry,  cal- 
culus, descriptive  geometry  and  lettering,  freehand  and  projection  drawing,  French  or 
German,  and  shop  practice.  Second  year:  The  advanced  study  of  algebra,  analytical 
geometry  and  calculus,  the  designing  and  construction  of  machines,  astronomy,  and 
French  or  German.  Third  year:  Analytical  mechanics,  advanced  descriptive  geometry, 
physics,  chemistry,  with  laboratory  practice,  mechanism,  laboratory  work,  and  modern 
history.  Fourth  year:  Eesistance  of  materials,  hydraulics,  prime  movers,  mill-work,  con- 
struction drawing,  designing  and  laboratory  work,  geology,  mental  science,  constitu- 
tional history,  political  economy,  and  thesis. 

The  student  is  trained  in  the  school  of  civil  engineering  by  a  combination  of  theoretical 
instruction  with  practical  work.  In  the  first  three  years  the  student  is  trained  to  un- 
dertake engineering  operations,  while  the  fourth  year  is  designed  to  fit  him  to  plan  and 
direct  such  works  as  making  geodetic  surveys,  building  arches,  trestle  bridges,  and  all 
supporting  frames. 

In  the  second  year  the  class  makes  a  complete  topographical  survey  of  a  locality  with 
preparation  for  a  railroad  survey,  executed  at  a  later  date.  A  project  in  geodesy  is  exe- 
cuted by  the  seniors.  Great  attention  is  paid  to  surveying  in  its  highest  branches.  As- 
tronomical studies,  with  use  of  the  observatory,  are  encouraged. 

The  courses  of  the  first  and  second  years  are  the  same  as  in  the  mechanical  school,  with 
the  exception  that  shop  practice  is  omitted,  and  in  the  second  year  the  designing  and 
construction  of  machines  are  superseded  by  land  and  topographical  surveying,  with  theory 
of  instruments  and  topographical  drawing.  The  third  year  includes  advanced  descriptive 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  107 

geometry,  chemistry,  and  laboratory  practice,  railroad  engineering,  analytical  mechanics, 
astronomy,  and  physics. 

The  fourth  year  embraces  resistance  of  materials  and  hydraulics,  geodesy  and  practi- 
cal astronomy,  geology,  bridges  and  bridge  construction,  stone  work,  constitutional  his- 
tory, political  economy,  mental  science,  and  thesis.  Students  in  mining  engineering  take 
a  course  in  metallurgy  in  place  of  geodesy  and  practical  astronomy,  bridges  and  bridge 
construction.  There  are  well-furnished  cabinets  of  geological  and  mineralogical  speci- 
mens, and  the  chemical  laboratory  embraces  assaying  and  metallurgical  departments, 
with  stamp  mill,  furnaces,  &c.,  for  practical  instruction. 

The  school  of  architecture  prepares  students  for  that  profession.  Among  the  subj  ects  in 
which  practical  instruction  is  given  are  office  work  and  shop  practice  in  such  work  as 
constructing  joints  in  carpentry  and  joinery,  cabinet-making,  turning,  &c. ;  also  model- 
ing in  clay.  The  courses  in  mathematics,  mechanics,  physics,  &c.,  are  nearly  identical 
with  those  in  the  schools  of  engineering.  The  technical  studies  embrace  drawing  from 
casts,  modeling  in  clays,  elements  of  construction;  wood,  stone,  brick,  and  iron  construc- 
tio  ;  tinners'  work,  slating,  plastering,  painting,  and  plumbing,  architectural  drawing 
and  designing;  history  and  esthetics  of  architecture,  estimates,  agreements,  and  specifica- 
tions, heating  and  ventilation,  graphical  statics.  The  shop  practice  and  the  method  of 
instruction  are  similar  to  those  of  the  Russian  system.  The  students'  work  from  scale 
drawings  occupies  three  terms;  in  the  first,  carpentry  and  joinery  are  taught;  in  the  second, 
turning  and  cabinet-making;  in  the  third,  metal  and  stone  work,  pattern-making,  &c. 
There  is  a  large  shop  well  arranged  and  fitted  up  for  the  carpenter  and  cabinet  work.  A 
course  known  as  the  builders'  is  provided  for  those  who  can  take  only  a  single  year. 

COLLEGE  OF  NATURAL  SCIENCE. 

This  is  divided  into  schools  of  chemistry  and  of  natural  history.  A  school  of  domestic 
science  was  formerly  included.  It  has  been  abandoned  for  the  present. 

The  school  of  chemistry  is  designed  to  equip  students  for  work  in  the  related  arts,  as 
well  as  for  the  field  of  original  research  and  the  practical  business  of  pharmacy  and 
chemistry.  There  are  four  distinct  courses:  chemical,  pharmaceutical,  agricultural,  and 
metallurgical,  each  of  which  has  a  special  laboratory  work  arranged  for  it. 

The  studies  required  to  be  completed  by  candidates  for  the  degree  of  bachelor  of 
science  in  the  school  of  chemistry  are,  in  the  first  year,  chemistry  and  laboratory  prac- 
tice, free-hand  drawing,  trigonometry,  analytical  geometry,  literature  and  rhetoric,  or 
French;  in  the  second  year,  agricultural  chemistry,  laboratory  practice,  physiology,  or 
botany,  microscopy,  zoology,  and  German;  in  the  third  year,  laboratory  practice,  miner- 
ology,  physics,  and  German;  in  the  fourth  year,  laboratory  work,  meteorology,  and  physi- 
cal geography,  geology,  logic,  mental  science,  constitutional  history,  and  political  economy. 

The  text  book  instruction  in  the  principles  of  chemistry  and  chemical'  physics  occupies 
the  first  term  of  the  first  year.  The  remainder  of  the  year  the  recitations  alternate  with 
laboratory  practice.  During  the  remaining  years  each  student  is  expected  to  work  two 
hours  daily  in  the  laboratory,  five  days  in  the  week.  There  are  four  courses  in  labora- 
tory practice,  viz :  Chemical,  pharmaceutical,  agricultural,  and  metallurgical.  The  work 
of  the  first  year  is  common  to  all  the  courses,  except  that  the  qualitative  analysis  of  brass, 
solder,  and  type  metal  is  added  to  make  up  the  metallurgical  course.  The  work  of  the 
remaining  year  is  especially  devoted  to  the  end  indicated  by  the  names  of  the  courses. 
The  special  work  of  the  agricultural  course  includes  the  analysis  of  soils,  ashes  of  plants, 
fertilizers,  and  agricultural  products,  and  the  preparation  of  organic  and  inorganic  salts 
and  compounds. 

THE  SCHOOLS  OF  NATURAL  HISTORY,  MILITARY  SCIENCE,    AND  ART. 

The  aim  of  this  school  is  to  give  a  liberal  scientific  education.  As  its  name  testifies, 
it  teaches  the  sciences  connected  with  man  and  his  habitation.  The  special  studies  are 
botany,  vegetable  physiology,  anatomy  and  physiology,  zoology  and  taxidermy,  geology, 
paleontology,  microscopy  and  fungology,  and  osteology.  The  school  has  a  large  collection 
of  specimens  in  the  departments  of  botany,  entomology,  zoology,  and  geology. 

In  addition  to  these  colleges  and  schools  properly  related  to  technical  and  other  pur- 
suits, there  are  schools  of  military  science,  of  art  and  design,  of  ancient  languages,  and  of 
English  and  modern  languages. 

The  courses  in  the  school  of  military  science  are  as  follows: 

First  year. — School  of  the  soldier  and  company;  bayonet-fencing. 

Second  year. — School  of  battalion;  skirmish  drills;  ceremonies  and  reviews;  military 
signaling;  sword-fencing;  guard,  outpost,  and  picket  duty. 

Third  year. — Military  administration;  reports  and  returns;  theory  of  fire-arms;  target 
practice;  artillery  drill;  organization  of  armies;  art  of  war;  field  fortification. 


108  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

The  school  of  art  and  design  furnishes  instruction  in  free-hand  drawing,  and  offers 
facilities  lor  pursuing  studies  in  industrial  designing  and  other  branches  of  the  fine  arts. 
Music  is  not  a  part  of  the  university  course,  but  a  proper  arrangement  has  been  made  for 
students  who  desire  tuition  and  practice. 

THE   COLLEGE  OF   LITERATURE   AND   SCIENCE. 

This  is  divided  into  two  schools:  English  and  modern  languages,  and  ancient  languages 
and  literature.  The  purpose  is  to  give  a  good  general  and  liberal  collegiate  education ; 
also  to  enable  special  students  in  the  technical  schools  who  may  determine  to  become  in- 
structors, as  teachers  or  writers,  to  acquire  that  command  over  languages  and  literature 
which  most  readily  puts  the  work  at  their  disposal  and  command.  A  prominent  aim 
of  the  university  is  ' '  the  furnishing  of  teachers  to  the  industrial  schools  of  the  country, 
and  investigators  and  writers  for  the  arts." 

THE  BUILDINGS  AND   THEIR  USES. 

The  special  report  of  the  regent  continues:  The  university  main  building,  214  feet 
in  front  by  122  feet  in  flank,  occupies  three  sides  of  a  quadrangle.  It  is  five  stories  high, 
including  basement  and  mansard;  at  the  principal  angles  are  two  lofty  towers,  carrying 
a  clock  and  a  bell.  The  structure  is  well  built  of  pressed  brick  upon  a  stone  basement; 
its  cost  was  $175,000.  The  main  front  is  occupied  by  class  rooms  and  offices;  in  the 
wings  are  several  spacious  apartments,  60  by  80  feet,  used  respectively  for  chapel,  labo- 
ratory for  physics,  drawing  room,  museum  of  natural  history,  library,  art  gallery,  and 
museum  of  engineering  art.  There  are  ample  dressing  rooms,  work  rooms,  offices,  and 
rooms  for  storage;  and  in  the  mansard  story  halls  for  literary  and  scientific  societies.  The 
entire  building  is  lighted  with  gas  and  heated  by  steam. 

The  chemical  building  is  126  by  74  feet,  and  four  stories  high.  It  contains  two  labo- 
ratories, two  lecture  rooms,  &c. 

The  mechanical  building  is  124  by  80  feet.  In  the  lower  story  is  the  machine  shop, 
with  pattern  room,  machine  room,  and  engine  room;  the  carpenter's  shop,  with  bench 
room  and  machine  room,  and  a  room  for  storing  two  field  pieces.  The  second  story  is  a 
drill-hall,  with  space  sufficient  for  the  evolutions  of  a  company  of  infantry  or  a  section 
of  artillery.  This  room  is  supplied  with  gymnastic  apparatus.  This  building  also  con- 
tains an  armory  and  a  printing  office. 

The  greenhouse  is  70  by  24  feet,  with  adjacent  class  room,  work  room,  and  propagat- 
ing pits.  The  buildings  also  comprise  a  veterinary  laboratory,  hospital,  and  dissecting 
room,  two  spacious  barns,  two  dwelling  houses,  two  small  dwellings  used  as  dormi- 
tories, a  small  astronomical  ob-  servatory,  lately  rebuilt,  a  dairy  house,  and  a  farmer's 
cottage. 

LABORATORIES,    WORKSHOPS,    AND   COLLECTIONS. 

The  library  contains  over  13,000  volumes,  selected  by  the  various  professors  for  refer- 
ence in  their  several  departments.  The  apartment  is  used  also  for  a  reading  room,  where 
books  are  consulted,  but  whence  they  cannot  be  taken,  except  by  special  permit.  The 
reading  room  is  opened  during  the  daytime,  and  is  greatly  frequented. 

The  museum  is  well  supplied  with  cases,  which  contain  specimens  of  all  the  larger 
mammals  of  the  United  States,  with  very  considerable  collections  in  all  the  departments 
of  zoology,  geology,  and  mineralogy,  and  a  set  of  Ward's  casts  of  celebrated  fossils. 
The  specimens  in  the  museum  have  mostly  been  prepared  and  mounted  by  the  students, 
under  the  direction  of  their  instructors.  The  students  have  been  employed  to  mount 
specimens  for  the  State  museum  and  other  cabinets. 

The  art  gallery  contains  in  statues,  full  size  and  reduced,  busts,  bas-reliefs,  &c.,  400 
casts.  It  has  also  photographs,  autotypes,  and  other  copies  of  masterpieces  of  painting 
from  all  the  noted  modern  schools  of  art.  This  collection  represents  no  part  of  either  the 
Congressional  or  the  legislative  grants,  but  is  the  donation  of  the  citizens  of  Champaign 
and  Urbana  and  of  the  faculty  of  the  university.  It  attracts  many  visitors  and  renders 
notable  service  to  the  school  of  art  and  design. 

The  physical  laboratory  has  a  collection  of  apparatus  which  has  cost  over  $5,000.  The 
room  is  newly  arranged  and  is  well  adapted  for  practical  experimenting  by  pupils.  The 
lecture  room  adjoining  will  seat  350  persons;  it  can  be  made  available  for  experimenting 
by  day  or  evening. 

Special  collections  for  illustration  in  mechanical,  civil,  and  mining  engineering,  and  in 
architecture,  are  found  in  their  respective  class  rooms.  They  include  models  of  mechani- 
cal movements  made  in  the  university  shops;  mining  models  and  metallurgical  appara- 
tus from  Freiberg;  engineering  and  surveying  instruments  in  abundance;  models  of 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  109 

bridges,  trusses,  roofs,  and  stairs,  also  made  in  our  own  shops,  &c.     This  material  will 
soon  be  gathered  in  the  museum  of  engineering  art. 

The  chemical  laboratories  are  arranged  in  the  latest  aad  most  approved  manner.  Each 
student  has  a  desk  furnished  with  closets,  reagents,  water,  gas,  and  gas-hood,  so  that 
his  researches  may  go  on  without  inconvenience  to  any  other.  The  rooms  are  ventilated 
by  a  powerful  fan,  furnishing  warm  or  cold  air  as  the  season  may  require.  There  are 
104  desks  in  the  qualitative  room  and  64  in  that  for  quantitative  analysis,  and  all  are 
occupied.  The  number  of  desks  can  be  nearly  doubled.  There  is  also  a  private  labora- 
tory for  professors:  a  balance  room;  room  for  gas  analysis;  a  suite  of  rooms  for  photog- 
raphy; a  pharmacy;  and,  in  the  basement,  rooms  and  power  for  metallurgical  purposes. 
These  rooms  have  all  been  occupied.  The  building  is  heated  by  steam. 

The  machine  shop  has  a  steam  engine  of  16-horse  power;  two  engine  and  three  plain 
lathes;  a  planer;  a  large  drill  press  and  smaller  drills;  all  needful  bench-rooms;  a  pat- 
tern shop;  a  blacksmith  shop,  &c. 

The  students  in  this  department  have,  during  the  freshman  year,  an  elementary  drill 
in  wood  and  iron  work  with  the  cold  chisel,  the  file,  at  the  anvil,  and  at  the  machine 
tools.  Afterwards  they  are  employed  in  simpler  and  more  complex  designs  in  work  for 
the  shop  or  for  customers. 

The  engine,  the  large  drill  press,  three  of  the  lathes,  and  other  machines  or  parts  of 
machines  now  in  use  were  built  in  the  shop,  as  were  the  engine,  pump,  and  other  mech- 
anism under  the  chemical  laboratory. 

The  carpenter's  shop  is  similarly  supplied  with  necessary  machine  tools,  as  saws, 
planers,  tenoning  machine,  whittler,  &c.  Its  power  is  furnished  by  the  machine  shop. 
A  course  of  elementary  wood  construction  is  followed  by  such  actual  practice  as  occasion 
may  offer.  This  shop  has  hitherto  found  abundance  of  work  in  building  cabinets  for  the 
museum,  cases  for  the  library,  and  other  work  demanded  in  the  development  of  other 
departments. 

Drawing,  free-hand,  projection,  mechanical,  and  architectural,  and  in  the  departments 
of  botany  and  zoology,  is  taught  as  the  handmaid  of  every  science.  One  of  the  larger 
rooms  is  devoted  to  this  purpose,  having  a  large  supply  of  models,  casts,  and  similar  ma- 
terial. Special  rooms  are  set  apart  for  architectural,  mechanical,  and  engineering  draw- 
ing. A  room  is  given  to  modelling  in  clay  and  casting  successful  designs  in  plaster. 

The  botanical  work-room  has  a  supply  of  compound  microscopes;  the  objectives  and 
four  stands  have  been  bought  abroad;  a  larger  number  of  cheaper  but  thoroughly  ser- 
viceable stands  were  made  in  the  university  machine  shops.  A  tract  of  land  is  set  apart 
for  culture  of  rare  or  otherwise  desirable  plants.  Experiments  in  horticulture,  with 
practice  in  tree  planting,  grafting,  budding,  and  other  means  of  propagation  are  regu- 
larly performed  or  taught  to  classes. 

The  university  groumds  make  a  good  study  in  landscape  gardening.  An  arboretum 
has  about  100  varieties  of  exotic  and  indigenous  trees.  An  orchard  has  been  planted 
with  1,000  varieties  of  apples,  now  bearing  fruit,  besides  pears,  peaches,  grapes,  and 
other  small  fruit. 

The  stock  farm  occupies  about  400  acres;  the  experimental  farm  about  70  acres. 
The  stock  barn  has  the  form  of  an  L,  the  longer  sides  being  80  feet,  and  the  breadth  of 
each  wing  40  feet.  It  is  of  wood,  over  an  ample  stone  basement.  Another  barn  nearer 
the  house  of  the  professor  of  agriculture  is  specially  adapted  to  the  housing  and  care  of 
the  small  herd  of  choice  cattle  of  recorded  pedigree,  chiefly  short-horns  and  Jerseys. 

A  farmers'  institute  is  held  at  the  university  in  January  of  each  year,  occupying  about 
a  week.  The  labor  is  done  mainly  by  the  professors,  in  addition  to  their  ordinary  duties. 
The  attendance  is  large,  and  each  year  the  interest  is  greater.  The  information  dis- 
seminated is  bearing  good  fruit  in  the  improved  intelligence  of  the  farming  community 
in  the  vicinity. 

MISCELLANEOUS. 

Women  are  admitted  to  any  of  the  university  courses;  most  choose  the  course  of  litera- 
ture and  science.  A  course  of  studies  under  the  general  head  i  i  Domestic  Science ' '  was 
arranged  specially  for  women,  and  was  in  use  for  five  years.  Thirty-one  persons  have 
chosen  this  course,  and  six  have  taken  the  degree  of  bachelor  of  science  in  this  school. 

Unless  excused  for  actual  physical  disability,  all  the  male  students  of  the  university 
are  drilled  during  the  first  three  years  of  their  college  course  by  an  officer  of  the  Regular 
Army,  detailed  for  this  duty  by  authority  of  an  act  of  Congress. 

The  armory  contains  300  Springfield  cadet  breech-loading  rifles,  with  the  necessary 
equipments,  side  arms  for  officers,  and  two  six-pounder  field  pieces.  A  campus  of  about 
10  acres,  beautifully  levelled  and  fringed  with  evergreens,  furnishes  space  for  evolutions 
in  the  season  for  out-of-door  exercise.  At  other  times  the  drill  is  conducted  in  the  hall, 
already  mentioned.  A  band  of  about  fifteen  pieces,  the  players  being  students,  furnishes 
music  for  the  drill,  for  marching  to  the  chapel  daily,  and  for  the  various  other  occasions 
which  arise. 


110  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

The  university  maintains  a  close  connection  with  the  public  schools  of  the  State.  Such 
of  the  high  schools  as  desire,  after  an  examination  by  a  committee  of  the  faculty  and  a 
satisfactory  report,  are  placed  up"on  an  ' i  accredited  list. ' '  Graduates  from  these  schools 
are  admitted  to  the  freshman  class  of  the  university  without  any  examination.  About 
one-third  of  the  last  class  (1880)  were' admitted  in  this  way,  upon  exhibition  of  their  di- 
plomas. *  *  * 

In  every  department  of  life,  as  professional  men,  teachers,  merchants,  engineers,  farm- 
ers, naturalists,  our  graduates,  and  those  who  have  gone  out  from  us  after  a  shorter  resi- 
dence without  remaining  to  finish  any  distinct  course  of  study,  are  doing  honest  and 
faithful  work,  serving  their  country  and  adorning  the  fair  fame  of  their  alma  mater. 

It  will  be  remembered  that  the  university  was  organized  but  fourteen  years  prior  to 
the  date  at  which  this  report  ends,  and  that  but  eleven  classes  have  passed  out  as  grad- 
uates. 

The  Illinois  Industrial  University,  as  it  stands  to-day,  whether  considered  with  refer- 
ence to  its  outlined  plans  of  study,  scientific,  practical,  esthetic;  its  present  standards  of 
scholarly  attainment;  its  generous  equipment  in  lands,  buildings,  laboratories,  museums; 
the  character  and  learning  of  its  able  corps  of  instructors;  or  the  manly  and  womanly 
earnestness  and  high  purposes  which  pervade  the  whole  body  of  its  under-graduate  mem- 
bers, all  these  characteristics  which  are  the  sources  of  gratified  surprise  to  whoever  ex- 
amines its  present  condition,  attest  the  wisdom  of  its  founders,  and  particularly  empha- 
size the  eminent  success  of  its  first  president,  under  whose  vigorous  hand  and  fertile 
brain  its  destinies  were  guided  for  twelve  years. 

To  John  M.  Gregory,  LL.  D. ,  its  first  regent,  the  university  and  the  people  of  Illinois 
owe  a  debt  which  can  never  be  discharged,  but  whose  magnitude  will  be  more  fully  ap- 
preciated with  each  revolving  year. 


INDIANA. 

PUEDUE  UNIVEESITY. 

[Statements  from  the  latest  reports  received  by  this  office.] 
HISTOEICAL   STATEMENT. 

Purdue  University  is  located  at  La  Fayette,  Ind. ,  and  has  been  in  operation  since  Sep- 
tember, 1874.  It  was  first  organized  exclusively  upon  the  basis  of  special  schools  for 
technical  studies,  but  after  two  years'  experience  the  institution  was  reorganized  on  the 
plan  described  below,  which,  though  more  fully  developed,  has  remained  substantially 
unchanged. 

John  Purdue,  after  whom  the  university  is  named,  donated  $150,000  on  condition  that 
the  institution  should  be  located  within  Tippecanoe  County;  the  county  gave  $50,000, 
and  four  citizens  100  acres  of  land. 

ENDOWMENT. 

The  proceeds  of  the  sale  of  the  land  (390,000  acres)  amounted  to  $212,238.50.  This 
endowment  has  been  increased  largely,  and  now  amounts  to  $340,000.  The  buildings 
and  grounds  are  valued  at  $250,000.  The  university  has  received  State  appropriations, 
from  1873  to  1882,  amounting  to  $148,000. 

Receipts  and  expenditures  for  1880-' 81. 

Interest  on  land  grant  endowment $17, 161  25 

State  appropriations 4,500  00 

Current  receipts  from  fees,  etc 3,  0£ 

Current  receipts  from  farm 2,  053  85 

Balance  in  treasury  July  1,  1880_  _  _  _                                                        7,  548  77 

Total  receipts- ._._.  — 34,348  35 

The  expenditures  were  as  follows: 

Salaries  of  instructors $16,483  35 

Other  running  expenses 11,01 

Improvements 3,  489  35 

Running  expenses  of  the  farm 1,57151 

Total  expenditures _ -- 32,559  24 


INDUSTRIAL    EDUCATION   IN   THE    UNITED    STATES. 


Ill 


112  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

The  State  appropriations  prior  to  1881  were  made  for  definite  purposes.  In  1881  the 
legislature  appropriated  $20, 000  for  1881  and  $20,000  for  1882,  to  be  expended  at  the  dis- 
cretion of  the  trustees. 

THE  FACULTY. 

The  faculty  consists  of  11  professors  and  instructors  in  the  collegiate  department  and 
2  in  the  preparatory,  with  3  assistants;  in  all,  16  instructors.  They  are  the  president, 
who  is  also  professor  of  intellectual  and  political  science,  the  professors  of  chemistry  and 
physics,  of  the  natural  history  sciences,  of  mathematics,  of  industrial  art,  of  agriculture 
and  horticulture,  of  English  and  history,  of  German,  the  instructors  in  mechanics,  and 
in  Latin  and  elocution,  the  principal  and  assistant  in  the  academy,  an  assistant  chemist, 
and  two  assistants  teaching  one  class  each. 

The  employes  are  a  librarian  and  registrar,  farmer,  horticulturist,  and  engineer  (who 
is  also  superintendent  of  buildings),  a  janitor,  and  assistant  workmen  in  the  engine  house 
on  the  farm  and  in  the  experimental  station. 

STUDENTS. 

The  total  number  of  students  in  the  college  proper  (1881-' 82)  was  99;  in  special 
schools,  61 ;  in  the  preparatory  department,  129. 

Fifty-one  of  the  students  in  the  special  schools  .were  also  enrolled  in  the  college  or 
academy,  so  that  the  total  number  of  different  students  is  238.  There  were  68  appointed 
students  in  attendance.  No  distinctions  on  account  of  sex  are  made.  The  university 
contained  during  the  school  year  1880-' 81,  30  women  students  in  college,  13  in  special 
schools,  and  52  in  the  academy.  Of  those  in  special  schools,  10  were  in  the  industrial 
art  school,  2  in  the  school  of  mechanics,  and  1  in  the  school  of  chemistry.  The  fees  are 
small,  and  it  requires  an  annual  expenditure  of  only  $160  to  maet  them  and  to  pay  for 
board  and  necessary  expenses.  The  students  appointed  by  counties  (2  may  be  appointed 
by  each  county)  are  relieved  from  expenses  to  the  amount  of  $33  a  year. 

DEPARTMENTS  AND  WORK. 

Purdue  University  embraces  three  departments,  designated  as  follows: 

1.  The  college  of  general  science. 

2.  Special  schools  of  science,  agriculture,  and  the  mechanic  arts. 

3.  The  university  academy. 

The  college  provides  four  general  courses  of  study,  viz:  The  scientific  course  and  three 
industrial  courses,  designated  as  the  agricultural  course,  the  mechanical  course,  and  the 
industrial  art  course.  These  courses  are  so  arranged  that  they  include  nearly  the  same 
instruction  in  science,  mathematics,  industrial  drawing,  English  history,  and  political 
and  intellectual  science;  and  the  completion  of  any  one  of  them  entitles  a  student  to  the 
degree  of  bachelor  of  science. 

These  four  regular  courses  are  as  follows: 

1.  Scientific  course. 

The  aim  of  the  scientific  course  is  to  give  a  thorough  scientific  education  as  a  general 
preparation  for  all  industrial  pursuits;  and,  secondly,  as  an  adequate  preparation  for 
special  courses  of  study.  The  natural  and  physical  sciences  are  the  leading  branches  in 
the  course,  requiring  about  one-third  of  the  student's  time  for  the  entire  period  of  four 
years.  It  also  gives  unusual  prominence  to  industrial  art. 

The  regular  course  is  as  follows: 

FRESHMAN  YEAR. —  (a)  Biology  and  botany;  (6)  geometry  and  algebra;  (c)  industrial 
drawing;  (d)  Latin  or  German  or  English. 

SOPHOMORE. —  (a)  Zoology  and  physics;  (ft)  higher  algebra,  trigonometry,  and  survey- 
ing; (c)  ancient,  mediaeval,  and  modern  history;  (d)  Latin  or  German. 

JUNIOR.'— (a)  Chemistry;  (&)  analytical  geometry  and  astronomy;  (c)  rhetoric  and 
English  literature;  (d)  Latin  or  German. 

SENIOR. —  (a)  Higher  physiology  and  geology;  (ft)  political  economy,  United  States 
Constitution,  and  intellectual  science;  (c)  the  calculus  and  logic,  or  an  advanced  course 
in  chemistry  or  botany  or  zoology. 

The  university  has  a  well-equipped  chemical  laboratory,  a  good  biological  laboratory,  a 
choice  museum  of  natural  history,  a  large  geological  cabinet,  and  other  first-class  appliances 
for  scientific  instruction  and  training. 

2.  Agricultural  course. 

The  agricultural  course  aims  not  only  to  give  a  good  scientific  education,  but  also  to  im- 
part a  thorough  and  practical  knowledge  of  the  principles  of  agriculture  and  horticulture. 
It  gives  special  attention  to  scientific  experiments. 

The  regular  full  course  is  as  follows: 


INDUSTRIAL    EDUCATION   IN   THE    UNITED    STATES.  113 

FRESHMAN"  YEAR. —  (a)  Stock,  stock  breeding,  comparative  anatomy,  veterinary  obstetrics, 
and  veterinary  science;  (b)  biology  and  botany;  (c)  geometry  and  algebra;  (d)  industrial 
drawing. 

SOPHOMORE. —  (a)  Crops  (methods  of  tillage,  rotation  of  crops,  &c.),  meteorology,  drain- 
age, and  farm  management ;  (b)  zoology  and  physics;  (c)  higher  algebra,  trigonometry,  and 
surveying;  (d)  ancient,  mediaeval,  and  modern  history. 

JUNIOR. —  (a)  Pomology,  floriculture,  forestry,  entomology,  landscape  gardening,  and  mar- 
ket gardening;  (b)  chemistry;  (c)  analytical  geometry  and  astronomy;  (d)  rhetoric  and 
English  literature. 

SENIOR. —  (a)  Agricultural  chemistry  and  special  studies  and  experiments  in  agriculture; 

(b)  higher  physiology  and  geology;  (c)  political  economy,  United  States  Constitution,  and 
intellectual  science. 

Due  attention  is  given  to  English  composition. 

The  students  who  take  the  above  course  are  required  to  work  two  hours  daily  in  the 
experimental  field,  campus,  nursery,  orchard,  &c. ,  during  the  fall  and  spring  terms  (re- 
ceiving pay  for  satisfactory  work),  and  in  the  mechanics'  shop  during  the  winter  term. 
This  manual  labor  not  only  imparts  increased  skill  but  it  also  fosters  an  active  interest 
in  industrial  pursuits. 

The  first  two  years  of  the  full  course  outlined  above  constitute  a  short  course  in  agricult- 
ure. The  young  man  who  completes  this  course  will  acquire  a  good  knowledge  of  the 
principles  and  methods  of  agriculture,  and  at  the  same  time  he  will  obtain  a  higher  practi- 
cal education  for  all  the  duties  of  life. 

The  branches  of  study  printed  in  italics  in  the  above  course  constitute  a  special  course 
in  agriculture  and  horticulture.  All  students  who  take  .this  special  course  are  required 
to  pursue  the  corresponding  natural  and  physical  sciences.  Students  who  have  a  fair 
knowledge  of  botany  and  zoology  can  complete  the  first  two  years  of  this  special  course  in 
one  year. 

The  agricultural  department  of  Purdue  University  is  well  equipped  for  thorough 
instruction  and  practice.  It  occupies  a  commodious  building  ("Agricultural  Hall  "), 
recently  erected,  and  its  means  of  illustration  include  the  university  farm,  experimental 
station,  conservatory  and  propagating  house,  nurseries,  orchards,  &c. 

The  experimental  station  of  a  ten  acre  plat  is  well  laid  out  and  devoted  to  experiments  in 
agriculture  and  horticulture  with  promise  of  great  success  and  marked  utility.  The  ex- 
periments in  1881  included  thirty-two  varieties  of  wheat,  forty-nine  varieties  of  potatoes, 
twenty-three  varieties  of  grapes,  and  a  number  of  varieties  of  strawberries,  raspberries, 
and  other  small  fruits.  Twenty  plats  of  corn  were  used  for  experiments  with  fertilizers. 
This  department  is  supplied  with  a  full  set  of  meteorological  instruments  purchased 
through  the  United  States  Signal  Service  Office.  The  weather  observations  are  carefully 
made  and  recorded,  and  a  full  statement  of  the  same  is  published  in  the  annual  report  of 
the  university. 

3.  Mechanical  course. 

The  regular  mechanical  course  is  as  follows: 

FRESHMAN  YEAR. — (a)  Shop  practice  in  carpentry,  wood  turning,  pattern  making,  and 
vise  work,  with  instruction  in  carpentry,  pattern  construction,  casting  and  founding  and  ma- 
chine drawing;  (b)  geometry  and  algebra;  (e)  industrial  drawing;  (d)  English. 

SOPHOMORE. — (a)  Shop  practice  in  forg in g  and  machine  work,  and  instruction  in  machine 
drawing,  mill  work,  and  machinery;  (b)  higher  algebra,  trigonometry,  and  surveying;  (c) 
physics. 

JUNIOR. — (a]  Mechanical  engineering,  or  German;  (&)  chemistry;  (c)  analytical  geome- 
try a'nd  astronomy;  (d)  rhetoric  and  English  literature. 

SENIOR. — (a)  Mechanical  engineering,  or  German;  (b)  higher  physiology  and  geology; 

(c)  calculus  and  logic;  (d)  political  economy,  United  States  Constitution,  and  intellectual 
science. 

The  first  two  years  of  this  course  furnish  an  excellent  technical  training  -for  a  me- 
chanic or  machinist,  and  also  afford  a  good  preparation  for  a  course  in  mechanical  and 
civil  engineering.  The  course  provides  two  years  of  shop  practice  (two  hours  daily);  in 
the  use  of  hand  and  machine  tools  for  working  in  wood  and  iron;  one  year's  instruction 
(one  hour  daily)  in  the  elements  of  carpentry,  pattern  making,  founding,  mill  work, 
&c.,  and  one  year's  instruction  in  mechanical  drawing,  thus  including  the  elements  of 
all  the  common  trades;  and,  at  the  same  time,  the  course  for  these  two  years  provides  in- 
struction in  mathematics,  physical  science,  and  English. 

This  may  be  followed  with  two  years'  instruction  in  mechanical  engineering,,  taken  in 
connection  with  the  branches  in  the  corresponding  terms  of  the  scientific  course. 

The  branches  of  study  and  practice  printed  in  italics  in  the  first  two  years  of  the  above 
course  constitute  a  special  course  in  practical  mechanics,  and  may  be  taken.  &,y,  those  who 
have  the  necessary  knowledge  of  algebra,  geometry,  and  drawing. 

S.  Ex.  25 8 


114  INDUSTRIAL   EDUCATION  IN   THE   UNITED   STATES. 

The  shops  are  supplied  with  tools  and  machines  of  a  superior  quality  and  specially 
adapted  for  the  work  for  which  they  are  used.  They  include  complete  appliances  for 
bench  work  in  wood,  machine  work  in  wood,  vise  work  in  iron,  machine  work  in  iron, 
and  forging. 

The  method  of  mechanical  instruction  and  training  employed  in  Purdue  University  is 
clearly  set  forth  in  a  statement  by  Prof.  M.  F.  M.  Goss,  instructor  in  mechanics,  which  is 
presented  by  Prof.  John  D.  Runkle,  Ph.  D.,  LLD.,  of  the  Massachusetts  Institute  of  Tech- 
nology, in  a  paper  on  '  *  The  Manual  Element  in  Education. ' '  Professor  Goss's  statement 
is  given  below. 

The  shop  instruction  is  divided  as  follows: 

Bench  work  in  wood 12  weeks  (120  hours) 

Wood-turning 4  weeks  (40  hours) 

Pattern-making 12  weeks  (120  hours) 

Vise-work  in  iron 10  weeks  (100  hours 

Forging  in  iron  and  steel 18  weeks  (180  hours 

Machine  tool  work  in  iron 20  weeks  (200  hours 

The  object  of  the  shop  instruction  is,  first,  to  prepare  students  for  a  course  of  mechani- 
cal engineering,  and,  second,  to  provide  a  preparation  for  some  industrial  pursuit. 

Method  of  instruction. — We  have  series  of  unchanging  principles  which  must  be  taught 
practically  through  the  use  of  corresponding  sets  of  tools;  and,  while  series  of  models  are 
principally  used,  we  vary  these  with  each  class  in  form  and  dimensions,  always  keeping 
in  view  the  principles  to  be  taught.  Another  feature  is  to  make  the  models  assume  a  ibrin 
which  may,  if  possible,  afterward  be  utilized.  The  principles  involved  will  always  be 
of  prime  and  the  utilization  of  secondary  consideration. 

Course  in  carpentry  and  joinery. — 1,  exercise  in  sawing  and  planing  to  dimensions;  2, 
.application,  a  box  nailed  together;  3,  mortise  and  tenon  joints;  a  plain  mortise  and  tenon, 
;an  open  dove-tailed  mortise  and  tenon  (dovetailed  halving) ;  a  dovetailed  keyed  mortise 
,and  tenon;  4,  splices;  5,  common  dovetailing;  G,  lap  dovetailing  and  rabbeting;  7,  blind 
•or  secret  dovetail;  8,  mitre-box;  9,  carpenter's  trestle;  10,  panel  door;  11,  roof  trass;  12, 
section  of  king-post  truss  roof;  13,  drawing  model.  Elements  applied  in  simple  forms  in 
<each  case. 

Wood-turning. — 1,  elementary  principles — first,  straight  turning;  second,  cutting  in; 
rthird,  convex  curves  with  the  chisel;  fourth,  compound  curves  formed  with  the  gouge; 
2,  file  and  chisel  handles;  3,  mallets;  4,  picture  frames  (chuck  work);  5,  card-receiver 
.{chuck  work) ;  6,  match-safe  (chuck  work) ;  7,  ball.  The  articles  present  good  forms  for 
•learning  the  art,  and  each  of  the  last  four  a  new  and  difficult  feature  of  chucking. 

Pattern-making. — The  student  is  supposed  now  to  have  some  skill  in  bench  and  lathe 
work,  which  will  be  increased;  but  the  direct  object  is  to  teach  what  forms  of  patterns 
.are  in  general  necessary,  and  how  they  must  be  constructed  in  order  to  get  a  peri'ect 
mould  from  them.  We  have  not  thought  it  necessary  that  each  student  should  do  the 
same  examples  to  accomplish  this  obj  ect.  In  this  way  the  work  has  been  much  more  varied ; 
each  student  -learns  the  peculiar  features  in  the  work  done  by  his  neighbor,  and  gets  a 
much  broader  knowledge  than  could  in  the  same  time  be  acquired  in  any  other  way.  The 
work  is,  consequently,  somewhat  different  each  year;  for  the  year  just  passed,  besides 
simple  patterns  easily  drawn  from  the  sand,  such  as  glands,  ball-cranks,  &c.,  there  fol- 
lowed a  series  of  flanged  pipe-joints  for  2 ./-inch  pipe,  including  the  necessary  core  boxes, 
in  which  all  took  part;  then  pulley  patterns  from  6  to  10  inches  in  diameter,  built  in  seg- 
ments for  strength,  and  to  prevent  warping  and  shrinkage;  lastly,  a  complete  set  of  pat- 
terns for  a  three-horse  power  horizontal  steam  engine,  all  made  from  drawings  of  the 
finished  piece. 

"  Vise  work  in  iron. — 1.  Given  a  block  of  cast  iron  4  inches  by  2  inches,  by  1.}  inches  in 
thickness,  to  reduce  the  thickness  J  inch  by  chipping  and  then  by  finishing  with  the  file. 
2.  To  file  a  round  hole  square.  3.  To  file  a  round  hole  into  elliptical.  4.  Given  a  3 
inch  cube  of  wrought  iron  to  cut  a  spline  3  inches  by  f  inch,  by  \  inch,  and  second,  when 
the  under  side  is  a  one-half  round  hollow.  These  two  cuts  involve  the  use  of  the  cape 
<chisel  and  the  round  nose  chisel,  and  are  examples  of  very  difficult  chipping.  5.  Round 
.filing,  or  hand  vise  work.  6.  Scraping.  7.  Some  special  examples  of  fitting. 

u  Forging. — 1.  Elementary  processes,  drawing,  bending,  upsetting.  2.  A  course  in  weld- 
ing. 3.  Miscellaneous  forgings,  intended  to  represent  different  principles  in  forming. 
4.  Steel  forging,  including  hardening  and  tempering  in  all  its  details. 

' '  Machine  work. — In  this  course  we  have  used  few  set  models,  the  work  varying  more  or 
Jess  with  each  class.  But  the  aim  is  to  teach  centring,  plain  and  taper  turning,  taper 
fitting,  screw  cutting,  to  bring  in  all  the  adjuncts  of  the  machines,  and  to  give  practice 
in  their  use.  All  students  are  not  upon  the  same  work  at  the  same  time;  but  each  dur- 
ing his  course  has  an  opportunity  of  learning  the  use  of  all  the  tools  and  appliances.  Nor 
is  a  given  time  allotted  to  each  piece.  The  slow  ones  must  work  extra  time  to  keep  up, 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  115 

while  those  who  are  quick  are  given  extra  work.  All  students  are  required  to  devote  all 
the  time  allotted  to  each  shop  course,  and  not  allowed  to  pass  from  one  to  another  in  ad- 
vance of  the  class,  unless  they  are  proficient  and  can  enter  a  regular  class  in  an  advanced 
branch. 

' '  The  shop  instruction  is  supplemented  by  a  course  of  lessons  on  the  theory  of  the  hand 
and  machine  tools,  more  or  less  use  being  made  of  Shelley's  Workshop  Appliances, 
Holly's  Laws,  Eose's  Pattern  Maker's  Assistant,  Eose's  Practical  Machinist,  and  notes 
notes  found  in  the  first  two  volumes  on  Building  Construction,  published  by  Eiving- 
tons." 

4.  Industrial  art  course. 

Instruction  in  industrial  drawing  has  been  provided  for  from  the  beginning  of  the  uni- 
versity, and  such  instruction  is  made  an  important  element  in  all  the  regular  courses  of 
study.  The  more  advanced  instruction  has  been  given  to  special  students,  or  to  regular 
students  who  have  been  able  to  continue  industrial  art  as  an  extra  study. 

The  importance  of  this  training  and  the  interest  of  students  in  it  have  resulted  (1882) 
in  the  adding  of  an  industrial  art  course  to  the  regular  industrial  courses.  It  is  as  fol- 
lows: 

FRESHMAN  YEAR. — (a)  Industrial  drawing  (1  year);  clay  modelling  (15  weeks)  and 
wood  carving;  (&)  geometry  and  algebra;  (c)  biology  and  botany;  (d)  English. 

SOPHOMORE. — (a)  Industrial  art  (see  below)  and  industrial  design;  (b)  higher  algebra, 
trigonometry,  and  surveying;  (c)  zoology  and  physics. 

JUNIOR. — (a)  Chemistry;  (&)  analytical  geometry  and  astronomy;  (c)  rhetoric  and 
English  literature;  (d)  Latin  or  German. 

SENIOR. — (a)  Higher  physiology  and  geology;  (6)  political  economy,  United  States 
Constitution,  and  intellectual  science;  (c)  Latin  or  German;  (d)  special  study  in  industrial 
art. 

The  course  in  industrial  drawing  in  the  freshman  year  includes  geometrical  drawing 
(about  100  problems),  perspective,  orthographic  projection,  isometric  projection,  and 
model  and  object  drawing. 

The  course  in  clay  modelling  includes  the  modelling  of  geometrical  solids,  followed  by 
architectural  ornaments,  fruits,  flowers,  parts  of  the  human  body,  &c. — an  excellent 
preparation  for  work  in  wood,  iron,  glass,  plaster,  stucco,  &c. 

The  course  in  wood  carving  includes  diaper  carving,  incised  carving,  low  relief  carving, 
and  higher  relief  carving,  including  tablets,  panels,  sculptured  ornaments,  &c. 

The  course  in  industrial  art  in  the  sophomore  year  includes  drawing  in  light  and 
shade,  light  and  color,  and  historical  ornament;  and  the  course  in  industrial  design  in- 
cludes the  analysis  of  plant  forms  for  purposes  of  design,  and  the  making  of  original  designs 
ibr  prints,  carpets,  lace,  wall  paper,  oil  cloths,  tiles,  china  ware,  &c. 

Students  who  do  not  wish  to  take  the  full  course,  outlined  above,  can  take  a  special 
course,  made  up  of  branches  printed  in  italics  in  the  above  full  course,  and  devote  all  their 
time  to  it. 

The  industrial  art  department  is  provided  with  a  suit  of  rooms  specially  fitted  for  the 
different  courses,  and  is  well  supplied  with  casts,  models,  copies,  charts,  and  other  ap- 
pliances required  for  thorough  art  instruction  and  practice.  It  is  believed  that  no  indus- 
trial college  in  the  country  has  a  better  equipped  or  more  successful  art  department  than 
Purdue  University. 

Conditions  of  admission. 

Applicants  for  admission  to  the  freshman  class  (to  take  any  one  of  the  four  courses 
given  above)  must  pass  a  satisfactory  examination  in  spelling,  geography,  English  gram- 
mar, arithmetic,  elementary  algebra  (including  quadratic  equations),  the  history  of  the 
United  States,  physical  geography,  and  physiology.  An  applicant's  knowledge  of  the 
common  branches  must  be  sufficient  to  entitle  him  to  a  teacher's  certificate  of  good  grade, 
and  his  knowledge  of  the  elements  of  algebra  should  be  thorough.  Applicants  who 
have  completed  their  course  of  preparation  in  high  schools  that  hold  the  certificate  of 
the  State  board  of  education  will  be  admitted  without  examination. 

Entrance  examinations  are  held  in  the  several  counties  of  the  State,  under  the  direc- 
tion of  county  superintendents,  and  also  at  the  university. 

Special  schools. 

The  several  departments  of  the  university  which  provide  special  instruction  for  students 
who  wish  to  pursue  branches  as  specialties  are  called  special  schools.  The  following 
special  schools  have  been  organized: 

1.  School  of  agriculture  and  horticulture. 

2.  School  of  practical  mechanics. 


116  INDUSTRIAL    EDUCATION   IN   THE    UNITED    STATES. 

3.  School  of  industrial  art. 

4.  School  of  chemistry. 

5.  School  of  natural  history. 

6.  School  of  mechanical  and  civil  engineering. 

The  courses  of  instruction  and  practice  in  the  special  schools  of  agriculture  and  horti- 
culture and  practical  mechanics  include  the  studies  printed  in  italics  in  the  regular 
courses  given  above,  and  correspond  to  what  are  there  designated  "special  courses." 
The  conditions  of  admission  to  either  of  these  schools  are  the  same  as  the  conditions  of 
admission  to  the  freshman  class. 

The  course  of  instruction  and  practice  in  the  special  school  of  industrial  art  takes  a 
wider  range  of  art  studies  than  the  regular  course.  The  course  in  clay  modelling  and 
wood  carving  is  similar  to  this  element  of  the  regular  industrial  art  course,  but  is  more 
extended  and  thorough. 

The  course  in  industrial  design  (drawing)  covers  two  years.  The  first  year  is  the  same 
as  the  sophomore  year  of  the  regular  industrial  art  course.  The  second  year  is  mainly 
devoted  to  the  designing  of  articles  of  manufacture  and  their  ornamentation. 

The  course  in  mechanical  drawing  for  the  first  year  is  the  same  as  the  first  year's  course 
in  industrial  design,  except  that  the  details  of  machinery  form  part  of  the  instruction  in 
instrumental  drawing. 

The  instruction  in  the  second  year  includes  drawings  made  to  scales  of  engines  and 
other  machines;  drawings  of  machines  from  measurements;  drawings  from  given  data; 
original  designs  for  machines,  giving  plans,  elevations,  sections,  &c. ;  and  orthographic 
projection,  development  of  surfaces,  descriptive  geometry,  &c. 

The  special  school  of  chemistry  is  open  to  students  who  have  completed  the  first  two 
years  of  one  of  the  regular  courses  of  the  college  or  an  equivalent.  The  first  year  of  the 
course  is  the  same  as  the  course  in  chemistry  prescribed  for  the  junior  year  of  the  scien- 
tific course. 

The  course  for  the  second  year  includes  lectures  on  qualitative  and  quantitative  analy- 
sis, including  minerals,  soils,  fertilizers,  &c. ,  with  laboratory  practice  ten  hours  per  week. 

The  third  year's  course  is  arranged  under  the  three  divisions  of  mineralogy,  metal- 
lurgy, and  organic  chemistry.  The  students  in  metallurgy  are  required  to  take  the  course 
in  mineralogy.  The  practice  includes  from  six  to  eight  hours  of  daily  work  in  the  labora-, 
tory. 

Students  who  complete  a  three  years'  course  in  this  school  are  entitled  to  the  degree 
of  analytical  chemist  (A.  c.). 

The  chemical  laboratory  is  well  equipped  for  thorough  work  in  each  branch  of  study, 
and  the  instruction  looks  to  direct  practical  applications.  The  professor  of  chemistry  is 
ihe  State  chemist,  and  as  such  is  charged  with  the  duty  of  analyzing  all  fertilizers  offered 
for  sale  in  the  State.  The  laboratory  also  renders  the  State  board  of  health  important 
assistance. 

The  special  school  of  natural  history  provides  two  courses  of  two  years  each,  one  in 
botany  and  one  in  zoology,  each  course  being  open  to  students  who  have  a  knowledge  of 
biology,  botany,  and  zoology,  as  taught  in  the  scientific  course,  or  an  equivalent. 

The  course  in  botany  in  the  first  year  includes  advanced  instruction  in  structural  and 
systematic  botany,  histology,  orgauogeny,  and  embryology  of  phanerogams.  The  first 
term  of  the  second  year  is  devoted  to  cryptogams,  and  the  second  and  thirft  terms  are 
devoted  to  original  work  preparatory  to  a  thesis. 

The  course  in  zoology  during  the  first  four  terms  is  a  study  of  the  comparative  anatomy 
of  the  various  classes  of  animals  by  dissection.  During  the  last  two  terms  students  de- 
vote themselves  to  special  original  work  and  are  required  to  present  a  thesis. 

The  biological  laboratory  is  supplied  with  simple  and  compound  microscopes,  reagents, 
and  dissecting  tables,  thus  furnishing  ample  facilities  for  practical  work.  The  geologi- 
cal cabinet  contains  valuable  collections  of  minerals,  fossils,  archaeological  specimens, 
&c.  The  zoological  museum  contains  important  collections  in  conchology,  entomology, 
ornithology,  and  other  branches.  The  herbarium  has  over  2,000  specimens,  and  is  spe- 
cially well  supplied  with  sets  of  State  grasses,  sedges,  and  ferns. 

The  school  of  mechanical  and  civil  engineering  was  to  be  organized  in  September,  1882. 
It  will  be  open  to  students  who  have  completed  the  first  two  years  of  the  regular  mechan- 
ical course,  or  an  equivalent.  The  course  of  instruction  will  cover  a  period  of  three  years. 
The  first  two  years  may  be  taken  in  connection  with  junior  and  senior  studies  in  the 
regular  college  course. 

The  university  academy. 

The  academy  has  the  two-fold  object  of  preparing  students  for  admission  to  the  fresh- 
man class  and  of  providing  thorough  instruction  in  the  higher  common  school  branches 
for  those  who  cannot  take  a  more  extended  course.  It  thus  fills  the  gap  between  the 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  117 

Common  country  school  and  the  college.  It  is  in  charge  of  first  class  teachers,  and  is  pro- 
vided with  commodious  rooms  and  other  appliances  necessary  for  thorough  and  practical 
instruction. 

Applicants  for  admission  must  have  a  fair  knowledge  of  spelling,  geography,  arithme- 
tic, and  English  grammar  as  taught  in  the  better  class  of  country  schools.  Students 
who  have  a  thorough  knowledge  of  the  common  branches  can  prepare  for  the  freshman 
class  of  the  college  in  one  year. 

Other  advantages. 

The  military  department  is  in  charge  of  Lieut.  W.  E.  Hamilton,  U.  S.  A. ,  detailed  by 
the  War  Department  as  instructor  in  military  tactics  in  Asbury  University  and  permitted 
by  the  Secretary  of  War  to  occupy  the  same  position  in  Purdue  University.  The  cadets 
receive  two  to  three  drills  a  week. 

Four  literary  societies1  are  open  to  students:  the  Irving,  the  Philalethean,  the  Carlyle, 
and  the  Periclean,  the  first  and  third  for  young  men,  the  second  for  young  women,  and 
the  fourth  for  academy  students  of  both  sexes.  The  exercises  are  an  efficient  means  of 
improvement  in  writing  and  speaking.  The  college  societies  have  commodious  halls, 
neatly  carpeted  and  furnished.  A  branch  of  the  Young  Men's  Christian  Association  was 
organized  in  1880,  and  is  well  sustained  by  the  students. 

The  library  occupies  a  commodious  and  well-lighted  room,  appropriately  fitted  and  fur- 
nished. It  contains  a  valuable  collection  of  books  of  reference  in  each  department  and 
a  goodly  number  of  miscellaneous  works,  many  of  standard  value,  the  number  of  volumes 
being  over  2,000.  It  also  contains  many  periodicals,  scientific,  industrial,  and  literary. 

BUILDINGS  AND  GEOUNDS. 

The  main  college  building,  "University  Hall,"  contains  a  chapel  or  assembly  hall,  an 
academy  hall,  two  large  society  halls,  a  Kbrary,  and  fifteen  other  rooms  used  for  recita- 
tions and  other  college  purposes.  The  other  buildings  are  the  laboratory,  containing  also 
the  mechanics'  shop,  the  ' ' boarding  house' '  (containing  the  ladies'  dormitory,  a  com- 
plete suite  of  rooms  for  the  department  of  industrial  art,  and  a  spacious  dining  hall  and 
other  rooms  for  boarding  purposes),  the  young  men's  dormitory,  the  Agricultural  Hall, 
the  Military  Hall,  the  boiler,  engine,  and  gas  house,  and  the  Peirce  Conservatory.  There 
are  also  a  dwelling  house  for  the  engineer,  a  farm  house,  barn,  stables,  and  other  build- 
ings. The  entire  group  of  college  buildings  is  heated  by  steam  and  lighted  by  gas. 

1  The  regulations  of  Purdue  University  forbid  its  students  from  joining  or  having  any  active  con- 
nection with  college  secret  societies.  The  regulations  upon  the  subject  are  as  follows : 

"  No  society  is  permitted  to  be  organized  by  the  students,  except  by  consent  of  the  faculty,  and  the 
public  exercises  of  the  societies  thus  organized  are  subject  in  time,  place,  and  character  to  the  ap- 
proval of  the  faculty. 

"No  student  shall  join  or  have  any  active  connection  as  a  member,  or  otherwise,  with  any  so-called 
Greek  fraternity  or  other  college  secret  society  or  with  any  o^her  students'  society  not  authorized 
by  the  faculty ;  and,  as  a  condition  of  graduation  or  honorable  'dismission,  students  shall  be  required 
to  sign  a  written  statement  that  they  have  complied  with  this  regulation." 

As  a  condition  of  admission  to  the  university  or  any  department  therein  or  of  re-entrance,  stu- 
dents shall  be  required  to  subscribe  to  the  foregoing  regulations,  and  all  other  regulations  of  the  uni- 
versity relating  to  the  obligations  and  duties  of  students,  and  promise  a  faithful  compliance  there- 
with during  their  connection  with  the  university ;  that  is,  until  dismissed  or  graduated. 

PLEDGE. 

"I  hereby  subscribe  to  the  foregoing  regulations  and  all  other  regulations  of  Purdue  University 
which  relate  to  the  duties  and  obligations  of  students,  and  I  promise  on  my  honor  a  faithful  com- 
pliance therewith  during  the  university  year  ending  June  30  next." 

The  power  of  the  Purdue  authorities  to  prohibit  the  connection  of  students  with  college  secret  so- 
cieties is  thus  affirmed  by  the  supreme  court  of  Indiana  in  an  opinion  revised  August  15, 1882 : 

"It  is  clearly  within  the  power  of  the  trustees,  and  of  the  faculty  when  acting  presumably  or  other- 
wise in  their  behalf,  to  absolutely  prohibit  any  connection  between  the  Greek  fraternities  and  the  uni- 
versity. The  trustees  have  also  the  undoubted  authority  to  prohibit  the  attendance  of  students  upon 
meetings  of  such  Greek  fraternities  or  from  having  any  other  active  connection  with  such  organiza- 
tions, so  long  as  such  students  remain  under  the  control  of  the  university,  whenever  such  attendance 
upon  the  meetings  of  or  other  active  connection  with  such  fraternities  tends  in  any  material  degree 
to  interfere  with  the  proper  relations  of  the  students  to  the  university.  As  to  the  propriety  of  such 
and  similar  inhibitions  and  restrictions,  the  trustees,  aided  by  the  experience  of  the  faculty,  ought 
and  are  presumed  to  be  the  better  judges,  and  as  to  all  such  matters,  within  reasonable  limits,  the 
power  of  the  trustees  is  plenary  and  complete." 

The  special  reasons  for  the  exclusion  of  the  Greek-letter  fraternities  from  Purdue  University  were 
given  in  a  report  by  the  president  to  the  board  of  trustees  in  December,  1878,  as  follows : 

"The  membership  of  these  societies  is  almost  exclusively  in  the  classical  colleges,  and  they  nec- 
essarily represent  the  classical  and  professional  spirit.  Purdue  University  is  an  industrial  institution 
and  its  students  must  be  imbued  with  an  industrial  spirit.  Its  success  requires  that  the  dominant, 
controlling  influence  of  the  institution  be  scientific  and  industrial,  not  classical.  The  multiplication 
of  Greek  societies,  in  close  alliance  and  under  the  influence  of  the  chapters  in  the  classical  colleges, 
would  antagonize  and  supplant  the  industrial  spirit  in  Purdue  and  give  its  agricultural  and  mechan- 
ical departments  the  '  dry  rot.'  No  industrial  school  can  prosper  if  secretly  sapped  by  the  adverse 
influence  of  the  classical  system." 


118  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

The  campus  and  horticultural  grounds  contain  20  acres,  and  are  so  laid  out  and  culti- 
vated that  they  well  illustrate  landscape  gardening  and  horticulture.  The  nursery  and 
grounds  contain  some  2,500  trees  and  shrubs,  and  the  conservatory  and  propagating 
house  are  filled  with  choice  plants.  The  lawns  and  ornamental  plats  are  kept  in  excel- 
lent condition.  The  university  occupies  one  of  the  handsomest,  as  well  as  healthiest, 
college  sites  in  the  country. 


IOWA. 
STATE  AGRICULTURAL  COLLEGE. 

The  objects  of  the  Iowa  Agricultural  College  are  clearly  set  forth  in  the  language  of  the 
Congressional  law,  which  declares  that  its  course  of  study  and  organization  shall  be  made 
' '  to  promote  the  liberal  and  practical  education  of  the  industrial  classes  in  the  several 
pursuits  and  professions  of  life,"  and  the  entire  management  and  policy  of  its  officers 
have,  from  its  opening  to  the  present  time,  aimed  to  secure  this  important  purpose. 

ENDOWMENT  AND  FUNDS. 

The  endowment  consists  of  the  proceeds  from  the  sale  and  rent  of  204,309  acres  of  land, 
and  the  annual  income  therefrom  amounts  to  $41,000. 

The  regular  annual  expenditure  is  the  same  as  the  income,  viz:  $41,000.  The  annual 
expense  of  teaching  staff  is  $26,000. 

THE  FACULTY. 

There  are  22  instructors,  divided  so  as  to  give  the  school  of  agriculture  1 ;  of  horticult- 
ure, 1;  of  veterinary  science,  2;  of  domestic  economy,  1 ;  of  military  tactics,  1;  of  litera- 
ture and  language,  2;  of  mathematics  and  physics,  2;  of  chemistry,  2;  of  biology,  3;  of 
philosophy,  3;  of  mechanical  engineering,  2;  of  civil  engineering,  2. 

STUDENTS  AND  GRADUATES. 

In  1881  the  attendance  was  as  follows:  Number  of  young  men,  159;  young  women,  67 — 
total,  226.  Tuition  is  free.  There  are  no  scholarships.  The  number  of  graduates  was, 
in  1880,  as  follows:  Young  men,  122;  young  women,  43 — total,  1G5. 

Classified  according  to  degrees  conferred,  they  stood  as  follows:  Agricultural  course, 
B.  s.,  83;  mechanical  engineering,  B.  M.  E.,  8;  civil  engineering,  B.  C.  E.,  31;  ladies' 
course,  B.  s.,  43 — total,  165. 

The  occupations  of  graduates  as  far  as  ascertained  are:  Teachers  in  agricultural  col- 
leges and  agricultural  departments,  10;  farmers,  20;  ministers,  2;  book-keepers,  10; 
principals  of  schools,  18;  teacher  in  Deaf  and  Dumb  College,  1;  inventor,  1;  business 
men,  bankers,  merchants,  &c.,  6;  physicians,  7;  veterinary  surgeons,  2;  lawyers,  21; 
engineers,  sur%reyors,  and  architects,  10;  editors,  2;  deceased,  6;  unknown,  1;  printers, 
2;  students,  3;  ladies'  pursuits,  unknown,  43 — total,  165. 

ORGANIZATION  OF  CLASSES  AND  INSTRUCTION. 

The  several  branches  taught  are  arranged  in  courses  known  as  general  and  technical. 
The  general  course  aims  to  give  a  liberal  culture  in  the  sciences  and  other  branches  of 
learning,  without  especially  confining  it  to  any  particular  pursuit  or  profession.  The 
technical  course  aims  to  direct  a  liberal  culture,  so  as  to  meet  the  requirements  of  some 
particular  industrial  pursuit  or  profession.  The  technical  courses  are  pursued  as  follows: 

I.  The  school  of  agriculture. 

II.  The  school  of  engineering,  embracing  two  courses — mechanical  and  civil. 

III.  The  school  of  veterinary  science. 

In  addition  to  these  defined  courses  there  "are  certain  lines  of  technical  and  scientific 
study,  which  include  either  a  single  prominent  science  or  several  closely-related  ones, 
which  may  be  pursued  exclusively  by  students  properly  qualified.  These,  however,  do 
not  lead  to  any  degree,  but  any  student  completing  the  studies  of  any  such  line  may  re- 
ceive the  college  certificate  showing  his  standings  in  such  studies. ' '  These  are  desig- 
nated: 1,  domestic  economy;  2,  military  science;  3,  literature  and  language;  4,  mathe- 
matics and  physics;  5,  chemistry;  6,  biology;  7,  philosophy. 

The  two  terms  of  the  freshman  year  and  the  first  term  of  the  sophomore  year  are 
filled  with  certain  required  and  antecedent  studies,  common  to  all  the  schools,  except 


INDUSTRIAL    EDUCATION   IN    THE    UNITED    STATES.  119 

that  of  veterinary  science.  There  are  certain  " additional  studies"  which  increase  the 
efficiency  of  the  preparation.  The  general ' '  course  in  sciences  related  to  the  industries ' ' 
provides  for  the  degree  of  bachelor  of  science  and  embraces  the  following  studies:  In 
the  freshman  year,  besides  algebra,  geometry,  book-keeping,  drawing,  composition,  ele- 
mentary botany,  and  descriptive  zoology,  with  optional  studies  of  Latin,  German,  rhet- 
oric, or  moral  science,  there  are,  for  young  men,  practical  agriculture  and  horticulture, 
with  military  drill;  and  for  young  women,  domestic  economy  and  work. 

The  first  term  of  the  sophomore  year  provides  for  botany,  chemistry  with  laboratory 
practice,  zoology,  and  physics  (mechanics  of  solids,  liquids,  and  gases).  The  additional 
studies  are:  for  young  men,  plane  trigonometry,  land  surveying,  and  drill;  for  young 
women,  plane  trigonometry,  history,  domestic  economy,  and  lectures. 

For  the  second  term,  the  regular  course  for  both  sexes  is  zoology  and  entomology, 
laboratory  practice,  physics  (light  and  sound),  botany,  and  vegetable  anatomy.  For 
young  men,  additional  besides  drill,  general  chemistry  and  laboratory  practice,  analyt- 
ical geometry  (optional),  stock-breeding.  For  young  women,  general  chemistry,  with 
practice,  or  analytical  geometry. 

For  the  junior  year,  besides  English  literature,  botany,  vegetable  anatomy  and  physi- 
olgy,  comparative  anatomy,  physics  (heat),  laboratory  practice,  and  political  economy; 
the  additional  studies  for  young  men  are  quantitative  chemistry,  calculus,  physics  (elec- 
tricity, magnetism,  meteorology),  landscape  gardening  and  farm  engineering,  organic 
chemistry  and  practice. 

For  young  women  are  the  following  optional  studies:  Quantitative  chemistry  and 
practice,  calculus,  physics  (magnetism,  electricity,  and  meteorology),  landscape  garden- 
ing, domestic  economy  and  chemistry,  kitchen  practice,  and  French.  Both  classes  have 
to  prepare  two  essays  and  two  dissertations  during  junior  year. 

The  senior  year  embraces  geology  and  mineralogy;  psychology;  two  dissertations; 
science  of  languages;  classification  of  the  sciences;  and  sociology,  with  thesis.  The  young 
men  have  in  addition  agricultural  chemistry;  anatomy  of  domestic  animals,  with  clinics 
and  dissections;  also,  veterinary  medicines  and  lectures  on  food.  French  is  the  special 
study  for  young  women. 

The  omissions  and  substitutions  allowed  to  those  who  wish  to  specialize  in  certain 
sciences,  are  as  follows: 

The  special  student  in  chemistry  may  omit,  junior  year,  botany  or  physics,  compara- 
tive anatomy  or  landscape  engineering;  senior  year,  geology  or  veterinary  science  or 
science  of  language. 

The  special  student  in  botany  may  omit:  junior  year,  physics;  senior  year,  geology  or 
veterinary  science  or  science  of  language. 

The  special  student  in  zoology  may  omit:  junior  year,  chemistry  or  physics,  and 
French;  senior  year,  geology  or  veterinary  science  and  French. 

The  special  student  in  mathematics  and  physics  may  omit:  sophomore  year,  botany  or 
zoology;  junior  year,  botany,  comparative  anatomy,  or  landscape  engineering;  senior 
year,  geology,  or  veterinary  science,  or  agricultural  chemistry,  or  science  of  language. 

The  special  student  in  veterinary  science  may  omit,  senior  year,  geology,  -science  of 
language. 

THE  SCHOOL  OF  AGBICULTUKE. 

Its  special  faculty,  besides  the  president,  embraces  professors  of  practical  and  experi- 
mental agriculture,  of  horticulture,  of  veterinary  science,  of  chemistry,  of  physics,  of 
botany,  of  zoology,  and  of  entomology. 

The  design  of  the  course  is  to  furnish  a  broad  and  thoroughly  practical  education,  giv- 
ing it  such  direction  as  will  be  especially  applicable  to  the  life  and  duties  of  the  farmer. 
It  has  been  framed  to  combine  that  knowledge  and  skill  which  will  best  prepare  the 
pupil  for  the  highest  demands  of  agricultural  industry,  and  to  meet  the  requirements  of 
of  an  educated  citizenship.  Particular  attention  is  paid  to  the  problem  of  economic  pro- 
duction and  to  the  reduction  of  farm  improvement  and  management  to  a  science  which 
shall  eliminate,  as  far  as  practicable,  elements  of  uncertainty,  and  foster  well-defined 
principles  of  assured  success.  In  this  special  line  of  instruction  it  is  the  purpose  to 
evolve  the  science  in  agriculture  as  distinct  from  pure  skill  and  from  the  sciences  rela- 
ting to  agriculture.  This  course  includes  four  years  of  college  work.  The  distinctive 
work  of  the  school  is  divided  into  two  departments:  agriculture  and  horticulture. 

During  the  freshman  year  especial  attention  is  paid  to  descriptive  zoology  and  the 
management  of  live  stock;  also  to  dairy -work.  To  illustrate  and  demonstrate  the  vari- 
ous problems,  there  is  upon  the  farm  a  dairy  of  70  cows,  composed  of  pure  shorthorns, 
Holsteins,  and  Jerseys,  and  grades  of  the  same  breeds.  The  dairy  barn  will  accommo- 
date 80  cows.  There  is  a  large  creamery,  supplied  with  improved  apparatus.  In  the 
sophomore  year  special  attention  is  given  to  stock  breeding  and  the  laws  of  heredity,  &c. 


120  INDUSTRIAL    EDUCATION    IN   THE    UNITED    STATES. 

During  the  junior  year,  farm  economy  in  all  its  branches  is  thoroughly  studied.  The 
senior  year  is  devoted  to  experimental  agriculture  and  cognate  studies. 

The  study  of  horticulture  and  forestry  begins,  the  former  in  the  second  term  of  the 
freshman  year,  and  the  latter  with  the  second  term  of  the  sophomore  year. 

The  means  for  practical  work  are:  Extensive  vegetable  and  flower  gardens;  ornamental 
grounds;  experimental  nurseries  and  orchards;  small  fruit  plantations;  forestry  grounds; 
propagating  grounds  and  pits  under  glass;  collections  of  native  and  cultivated  woods,  and 
of  injurious  and  beneficial  insects;  sets  of  abnormal  and  diseased  growths,  with  lac 
simile  fruits,  casts,  and  a  growing  horticultural  museum.  Labor  of  from  one  to  four 
hours  a  day,  with  usual  compensation  for  similar  work,  is  provided  for  the  students. 

The  course  of  studies  for  the  two  terms  of  the  freshmen  year  embraces  agriculture 
and  horticulture,  in  addition  to  elementary  botany;  descriptive  zoology;  algebra;  geom- 
etry; drawing,  &c.  Garden  work  for  twelve  hours  each  week  is  added,  with  domestic 
economy  and  work  for  the  young  women  students. 

The  sophomore  year  embraces:  General  chemistry;  plane  trigonometry;  land  survey- 
ing; physics;  mechanics  of  solids,  liquids,  gases;  horticulture;  stock  breeding;  syste- 
matic and  economic  botany;  entomology ;  general  and  vertebrate  zoology;  light  and  sound, 
and  analytical  geometry  (optional).  This  year  also  includes  practical  work  on  the  farm 
and  grounds  and  in  the  laboratory. 

The  junior  year  embraces,  besides  English  literature,  political  economy;  commercial 
law;  essays  and  dissertations;  drill;  farm  economy;  horticulture,  with  six  hours  prac- 
tice each  week;  how  crops  feed  and  grow,  with  agricultural  practice  of  six  hours  each 
week;  vegetable  anatomy  and  physiology,  with  laboratory  practice;  physics;  heat;  land- 
scape gardening;  farm  engineering,  and  organic  chemistry. 

The  senior  year  embraces  agricultural  chemistry  and  experimental  agriculture,  with 
laboratory  practice;  veterinary  science,  anatomy  and  physiology,  diseases,  treatment  and 
medicine,  with  clinics  and  dissertations;  geology  and  mineralogy;  lectures  on  foods;  phi- 
losophy of  science;  psychology,  and  sociology;  thesis. 

THE  SCHOOL  OF  ENGINEERING. 

This  includes  the  two  departments  of  mechanical  engineering  and  civil  engineering. 
The  department  of  mechanical  engineering  includes  a  special  course  of  instruction  in 
architecture.  For  the  freshman  year  the  course  of  study  in  mechanical  engineering 
is  the  same  as  that  in  the  sciences  related  to  the  industries,  except  practice  in  the  work- 
shop and  the  study  of  drawing  and  workshop  tools  and  appliances;  the  former  occupies 
three  forenoons  of  two  and  a  half  hours  each  per  week,  the  latter  one  hour  two  after- 
noons per  week.  The  workshop  practice  is  of  a  general  character;  it  is  not  pursued  with 
a  view  to  any  particular  trade  or  calling.  Each  student  is  required  to  make  a  complete 
set  of  elementary  forms  and  to  execute  a  series  of  problems  which  will  give  a  general 
training,  with  excellence  of  finish  and  correct  fitting. 

The  sophomore  year  is  devoted  to  leading  scientific  studies,  and  those  of  the  junior 
year  are  in  the  line  of  the  profession. 

In  the  junior  year,  the  studies  are  more  strictly  technical.  During  the  first  term  the 
various  methods  of  laying  out  railway  curves,  putting  in  switches  and  side  tracks,  and 
setting  slope  stakes,  are  taught,  together  with  the  principles  of  the  construction  of  water- 
works, sewers,  retaining  walls,  and  other  combined  structures.  Data  are  also  taken  for 
problems  in  earthwork,  both  excavation  and  embankment,  and  the  cubic  contents  calcu- 
lated. In  pure  mathematics,  calculus  is  taught;  descriptive  geometry  is  continued,  deal- 
ing with  stereotomy,  shades,  shadows,  and  perspective,  and  isometric  drawing.  In  the 
second  term,  analytical  mechanics  and  the  strength  of  materials  are  made  prominent. 
During  this  term,  also,  a  practice  survey  of  a  portion  of  a  line  of  railway  is  undertaken. 

The  faculty  consists  of  the  president,  with  professors  of  mechanical  and  civil  engineer- 
ing (3);  of  pure  mathematics;  of  physics  and  mechanics,  and  of  chemistry.  The  degrees 
are  B.  M.  E.  (bachelor  of  mechanical  engineering)  and  B.  c.  E.  (bachelor  of  civil  engi- 
neering). 

The  studies  pursued  for  the  last  two  years  in  the  course  of  mechanical  engineering  are 
as  follows:  In  the  junior  year,  stereotomy;  shades,  shadows,  and  perspective;  model 
drawing;  differential  and  integral  calculus;  the  principles  of  analytical,  theoretical,  and 
applied  mechanics;  physics,  heat,  electricity,  magnetism  and  meteorology;  political 
economy;  French;  and  dissertations. 

During  the  senior  year  they  embrace  principles  of  mechanism,  theory  of  motors,  me- 
chanical drawing,  French,  psychology,  geology,  and  mineralogy  (optional),  dissertations, 
prime  movers,  mechanical  designing,  philosophy  of  science  and  sociology,  preparation  of 
thesis.  Shop  practice  and  laboratory  work  are  required  during  both  years.  Throughout 
the  entire  year,  lectures  and  experimental  work  are  added  as  the  class  advances  in  the 
different  subjects.  The  student  determines,  from  experiments,  the  laws  and  coefficient 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  121 

of  elasticity  and  the  modulus  of  strength  of  different  materials.  The  work  in  the  mechan- 
ical laboratory  has  in  view  its  usefulness  to  the  mechanical  engineer. 

In  the  senior  year  the  study  of  prime  movers  and  thermo-dynamics  occupies  the  greater 
part  of  the  time.  For  the  purpose  of  making  tests,  a  fifteen-horse  power  Harris-Corliss 
engine  has  a  Richards  indicator  fitted  to  it;  a  four-horse  power  slide-valve  engine  has  also 
the  indicator,  a  friction  brake,  and  calorimeters  fitted  to  it.  A  given  amount  of  fuel  is 
placed  in  the  hands  of  the  student,  he  making  all  the  tests  and  determining  the  efficiency 
of  furnace  and  engine. 

Th3  civil  engineering  course  is  begun  by  systematic  drill  in  algebra  and  geometry  dur- 
ing the  freshman  year,  while  plane  and  spherical  trigonometry  and  land  surveying,  de- 
scriptive and  analytical  geometry  are  taught  later  in  the  class-room  and  the  field  if  neces- 
sary. Drawing  also  forms  part  of  the  course. 

SCHOOL  OF  VETEEINARY  SCIENCE. 

This  is  the  only  distinct  school  of  the  indicated  character  yet  formed  in  an  agricultural 
college.  Similar  studies  are  followed  in  all  such  institutions,  but  none  besides  the  Iowa 
College  has  made  a  regular  school  and  provided  for  the  issuing  of  degrees.  The  two 
years'  course  leads  to  the  degree  of  bachelor  of  veterinary  medicine  (B.  v.  M. )  and  with 
a  post-graduate  course  of  one  year  additional  that  of  doctor  of  veterinary  medicine  (D. 

V.  M.). 

The  purpose  is  to  furnish  a  practical  and  theoretical  training  in  the  veterinary  specialty 
of  medicine  and  surgery.  It  aims,  furthermore,  to  prepare  young  men  for  the  practical 
work  of  the  veterinary  profession.  The  course  of  study  includes  two  years  and  embraces 
a  portion  of  the  studies  of  the  course  in  the  sciences  related  to  the  industries,  together 
with  the  lectures  on  the  technical  and  special  topics  of  the  course  and  practice  in  the 
microscopical  and  anatomical  laboratories  and  the  veterinary  hospital. 

The  course  of  study  is  announced  as  equal  to  the  best  American  schools.  The  depart- 
ments include  anatomy  of  domestic  animals;  zoology  and  comparative  anatomy;  histology 
and  physiology ;  general  and  comparative  pathology;  pathological  anatomy  and  histology; 
instruction  in  botany;  chemistry,  general  and  applied;  laboratory  therapeutics;  veter- 
inary medicine  and  surgery  and  clinics.  There  is  a  well-furnished  dissecting  room,  a 
laboratory  for  the  zoological  class,  also  a  microscopical  laboratory.  The  college  claims 
abundant  conveniences  for  chemical  and  pathological  lectures,  studies,  &c.  In  the  course 
of  medicine  and  surgery,  the  students  assist  in  a  large  practice.  Those  of  the  senior  class 
are  made  familiar  with  the  use  of  instruments  and  the  administration  of  medicines.  Sev- 
eral hundreds  of  animals,  including  horses,  cattle,  swine,  and  sheep,  are  kept  on  the  col- 
lege farm,  a  large  portion  of  there  being  breeding  stock.  Frequent  inspection  of  these  flocks 
and  herds  affords  the  student  most  valuable  opportunities  for  observing  sanitary  condi- 
tions and  gaining  experience  in  obstetrical  practice.  The  course  includes  about  one  hun- 
dred and  eighty  lectures.  A  collateral  course  of  reading,  embracing  some  of  the  best  ap- 
proved English  works  on  the  subjects  taught,  is  required.  In  the  clinics,  advanced  stu- 
dents are  required  to  examine  animals  for  certificates  of  soundness,  diagnose  diseases, 
and  prescribe  for  the  same.  Hundreds  of  animals  are  presented  at  these  examinations, 
for  which  medical  or  surgical  advice  is  required;  the  student  must  exercise  judgment  as 
to  the  course  of  treatment  to  be  pursued  in  these  widely  differing  forms  of  disease. 

Candidates  for  admission  must  be  at  least  sixteen  years  of  age.  Before  entering  the 
classes  they  must  pass  an  examination  in  reading,  orthography,  geography,  English 
grammar,  and  arithmetic.  The  course  occupies  two  years.  Sessions  begin  the  1st  of 
March  and  continue  to  the  middle  of  November,  with  a  vacation  of  two  weeks  in  July. 
Candidates  for  graduation  must  be  eighteen.  Graduates  of  the  science  course  can  enter 
the  veterinary  course,  and  on  completion  receive  a  degree  as  D.  v.  M. 

For  the  junior  year  (two  terms)  the  studies  are:  General  chemistry,  laboratory  prac- 
tice; general  zoology,  laboratory  practice;  anatomy  of  domestic  animals;  dissections  and 
clinics;  materia  medica;  elementary  botany;  comparative  anatomy;  anatomy  of  domestic 
animals;  veterinary  medicine;  dissections,  and  clinics. 

The  senior  year  embraces  the  study  of  medicine  and  surgery;  medical  botany;  thera- 
peutics; organic  chemistry  and  toxicology,  laboratory  practice;  histology  and  physiology, 
laboratory  practice;  comparative  and  general  pathology,  laboratory  practice;  veterinary 
obstetrics;  pharmaceutical  chemistry,  laboratory  practice;  veterinary  sanitary  science, 
and  police. 

DEPAKTMENT  OF  DOMESTIC  ECONOMY. 

The  studies  comprised  in  this  course  have  been  selected  with  reference  simply  to  their 
value  as  prerequisites  to  a  thoroughly  practical  education,  embracing  a  well-balanced 
variety  of  subjects.  Besides  antecedent  studies,  the  course  embraces  the  most  approved 


122  INDUSTRIAL   EDUCATION   IN    THE    UNITED    STATES. 

branches  of  science  and  literature  in  the  last  five  terms,  and  the  study  and  practice  re- 
quired for  systematic  housekeeping. 

One  division  of  young  ladies,  from  the  freshman  class  in  the  science  course,  practice  in 
the  experimental  kitchen  from  10  to  12  every  morning,  helping  to  get  dinner  for  the 
students.  Each  member  of  the  class  thus  gives  two  hours  a  week  to  the  study  of  do- 
mestic economy,  and  they  thus  learn  to  prepare  plain  food  in  an  economical,  skillful,  and 
appetizing  manner.  The  sophomore  class  receive  one  lecture  a  week  on  subjects  con- 
nected with  household  management,  the  preservation  of  health,  care  of  the  sick,  &c. 
The  juniors  practice  two  afternoons  a  week  in  the  experimental  kitchen,  receiving  instruc- 
tion in  the  more  difficult  operations  of  the  culinary  art. 

The  freshman  and  sophomore  years  are  the  same  as  those  for  young  women  in  the  gen- 
eral scientific  course,  with  certain  additions,  as  above  indicated.  A  standing  of  at  least 
three  (four  being  perfect)  and  a  final  thesis,  as  required  by  college  law.  are  the  condi- 
tions of  graduation  in  this  course.  The  degree  is  that  of  bachelor  of  science. 

The  studies  for  the  junior  year  are  as  follows:  Vegetable  physiology,  cryptogamic 
botany,  physics,  heat,  English  literature,  quantitative  chemistry,  differential  and  integral 
calculus,  domestic  economy,  domestic  chemistry,  French,  comparative  anatomy,  land- 
scape gardening  (optional),  physics  (electricity,  magnetism,  and  meteorology  optional), 
political  economy,  and  dissertations. 

The  senior  year  has  the  following  studies:  French,  geology  and  mineralogy,  psychol- 
ogy, dissertations,  philosophy  of  science  and  sociology,  science  of  language,  and  thesis. 

MILITAEY  SCIENCE. 

Lectures  on  military  subjects  are  delivered  throughout  the  course  and  regular  military 
drill  takes  place  every  Wednesday  afternoon  as  follows:  First  year,  first  term,  school  of 
the  soldier;  second  term,  school  of  the  company.  Second  year,  first  term,  school  of  the 
battalion;  second  term,  field  artillery  drill.  Third  year,  first  term,  broad-sword  exercise 
and  artillery  drill;  second  term,  small-sword  exercise.  Fourth  year,  first  term:  cavalry 
drill  and  small-sword  exercise. 

THE  DEGEEES  CONFESSED. 

The  degree  of  bachelor  of  science  (B.  s.  c.)  is  conferred  upon  the  graduate  in  the  course 
in  sciences  related  to  the  industries. 

The  degree  of  bachelor  of  scientific  agriculture  (B.  s.  A. )  is  conferred  upon  the  gradu- 
ate in  agriculture. 

The  degree  of  bachelor  of  mechanical  engineering  (B.  M.  E.)  is  conferred  upon  the  grad- 
uate in  mechanical  engineering. 

The  degree  of  bachelor  of  civil  engineering  (B.  c.  E.)  is  conferred  upon  the  graduate  in 
civil  engineering. 

The  degree  of  bachelor  of  veterinary  medicine  (B.  v.  M.)  is  conferred  upon  tke  graduate 
in  that  study. 

The  higher  degrees  are  conferred  upon  the  following  rules  and  the  recommendations  of 
the  faculty: 

That  of  master  of  science  (M.  s.c.)  is  open  to  bachelors  of  science,  who  are  graduates  of 
the  course  in  sciences  related  to  the  industries,  and  spend  one  year  additional  in  such 
higher  studies  as  may  be  indicated. 

That  of  master  of  scientific  agriculture  (M.  s.  A. )  is  open  to  bachelors  of  scientific  ag- 
riculture after  pursuing  a  post-graduate  course  of  one  year. 

That  of  mechanical  engineer  (M.  E. )  is  open  to  bachelors  of  mechanical  engineering 
under  similar  regulations. 

That  of  civil  engineer  (c.  E.)  is  open  to  Bachelors  of  civil  engineering  in  the  same  way. 

That  of  doctor  of  veterinary  medicine  (D.  v.  M. )  is  open  to  bachelors  of  veterinary 
medicine.  This  requires  an  extra  year. 

That  of  master  of  philosophy  is  open  to  graduates  of  any  of  the  four-year  courses  of 
study,  the  candidates  to  reside  one  year  and  pursue  during  that  time  a  course  of  study 
embracing  at  least  two  studies,  selected  with  the  approval  of  the  faculty,  of  which  the 
science  of  language,  psychology,  social  science,  or  higher  mathematics  shall  constitute  the 
principal  subjects. 

GENEEAL  INFOEMATION. 

The  Iowa  Agricultural  College  has  completed  its  thirteenth  year  since  the  formal  open- 
ing in  March,  1889.  From  its  dedication  at  that  date  to  the  cause  of  industrial  learning 
to  the  close  of  its  last  commencement,  it  has  been  striving  steadily  and  successfully  to 
accomplish  the  purpose  set  forth  in  the  national  law,  which  at  once  constitutes  its  char- 
ter and  supplies  its  endowment.  Whoever  studies  its  brief  history  will  not  fail  to  find 
therein  all  the  indications  of  a  uniform  and  healthy  advancement. 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  123 

Manual  labor  is  divided  into  uninstructive  labor,  which  is  paid  for  by  wages,  and  in- 
structive work,  which  forms  part  of  the  course  of  study  and  practice.  The  first  embraces 
all  work  accruing  to  the  benefit  of  the  college. 

Instructive  labor  embraces  all  operations  in  work-shop,  museum,  laboratories,  experi- 
mental kitchen,  upon  farm  and  garden,  in  which  the  sole  purpose  pursued  is  the  acqui- 
sition of  skill  and  practice.  The  labor  furnished  by  the  school  of  agriculture,  of  veteri- 
nary science,  and  of  engineering  is  given  by  each  exclusively  to  its  own  special  students. 

The  current  expenses  of  students,  board,  light,  heat,  &c.,  per  week  is  $2.86;  room 
rent  per  term,  75  cents  to  $1.50;  washing,  50  cents;  janitor's  fee  per  term,-  $3. 

The  library  numbers  about  6, 000  volumes.  It  is  made  up  almost  entirely  of  new  books, 
purchased  since  the  opening  of  the  college. 

There  are  large  and  well  furnished  chemical  laboratories,  wherein  a  hundred  students 
at  once  may  engage  in  experimentation  and  analysis.  They  cover  a  space  of  4,500  feet. 
The  quantitative  laboratory  has  filter  pumps  to  each  desk.  The  physical  laboratory  is 
supplied  with  a  lecture-room  furnished  with  all  modern  appliances.  Rooms  are  fitted 
up  for  those  who  desire  to  do  special  work  in  experimental  physics.  Lectures  and  the 
text-book  are  combined,  illustrated  by  numerous  experiments  throughout  the  course. 
There  is  a  very  complete  cabinet  of  philosophical  apparatus;  a  large  dynamo-electric 
machine,  for  producing  powerful  electric  currents,  can  be  used  for  producing  the  electric 
light,  as  a  motor  for  driving  machinery,  or  to  illustrate  all  the  effects  and  uses  of  elec- 
tricity. An  electric  engine  in  the  college  workshop  is  of  sufficient  power  to  drive  sew- 
ing-machines and  other  pieces  of  light  apparatus,  and  was  planned  and  constructed  by 
a  post-graduate  student.  The  laboratory  has  an  excellent  galvanometer  and  set  of  re- 
sistance coils,  so  that  good  work  can  be  done  in  the  way  of  electrical  measurements. 

The  zoological  museum  includes  mounted  specimens  of  a  few  mammals,  several  hun- 
dred birds  (mounted),  representing  the  avian  fauna  of  the  State,  a  large  collection  of 
reptiles  in  alcohol,  a  few  fishes,  and  a  small  but  typical  collection  of  invertebrates.  A 
set  of  the  "Ward  models,"  illustrating  the  principal  larger  fossils,  is  of  service  in  this 
study,  as  well  as  in  geology.  There  are  besides  the  following  collections  in  process  of 
formation:  an  entomological  cabinet,  sets  of  the  eggs  and  nests  of  birds,  the  brains  of 
vertebrates,  skulls  of  mammals,  and  skeletons  of  vertebrates.  The  museum  is  used  dur- 
ing part  of  the  year  as  a  laboratory. 

The  geological  museum  possesses  a  good  collection  of  the  common  rocks  and  minerals  to 
which  the  student  has  access.  Among  other  advantages  for  pursuing  this  study,  the 
museum  contains  a  set  of  the  Ward  series  of  geological  casts. 

A  horticultural  laboratory  and  green-house  occupy  separate  buildings.  The  botanical 
collections,  now  rapidly  increasing,  are  made  mainly  by  students.  There  is  a  vegetable 
garden  of  10  acres  and  experimental  orchards  occupying  20  acres;  also  a  farm  of  860  acres, 
with  the  various  breeds  of  cattle,  swine,  and  sheep,  all  supplied  with  the  requisite  sta- 
bling. An  experimental  farm  of  30  acres  is  taken  from  this,  wherein  new  varieties  of 
grains,  roots,  grasses,  etc.,  are  tested. 

The  college  buildings  consist  of  main  structure,  boarding  cottage,  chemical  and  physi- 
cal hall,  horticultural  building,  south  hall  (used  as  boarding-house  and  for  the  college  of 
domestic  economy),  the  farm-house,  creamery,  workshop,  laundry,  and  gas  works.  The 
workshops  embraced  for  some  time  a  printing-office,  with  steam-press,  jobber,  type,  and 
all  necessary  fittings;  and  still  include  a  shop  for  working  in  wood  and  one  for  ironwork. 
The  machinery  is  run  by  steam,  and  there  is  a  good  equipment. 


KANSAS. 
THE  KANSAS  STATE  AGKICULTUEAL  COLLEGE. 

[Statement  by  the  president.] 

OCTOBER,  1882. 

This  institution,  located  at  Manhattan,  Riley  County,  Kansas,  was  organized  originally 
as  Blue-Mont  College,  under  the  auspices  of  the  M.  E.  Church;  but  upon  Kansas  receiv- 
ing the  national  grant  of  30,000  acres  of  land  for  each  of  its  three  members  of  Congress, 
the  new  three-story  college  building,  completed  in  1863,  with  100  acres  of  land,  was  pre- 
sented to  the  State  and  endowed  with  the  82,313.35  acres  of  land  received  under  the  act 
of  July  2,  1862. 

For  ten  years  the  management  of  the  college  remained  essentially  with  the  original 
founders,  Rev.  J.  Denison,  president,  and  it  retained  largely  the  character  of  a  classical 
college  and  preparatory  school,  for  which  it  had  been  designed. 

The  State  had  loaned  funds  for  current  expenses  till  the  endowment  should  become 


124  INDUSTEIAL   EDUCATION   IN   THE    UNITED    STATES. 

productive,  and  in  1870  provided  that  these  funds,  amounting  to  over  $30,000,  should  be 
repaid,  as  soon  as  the  income  became  sufficient  to  warrant  it,  by  investment  in  perma- 
nent improvements.  An  issue  of  scrip  in  anticipation  of  expected  surplus  income  pro- 
cured the  purchase  of  a  fine  farm  of  155  acres,  and  the  erection,  at  a  cost  of  $11,000,  of 
one  wing  of  a  huge  barn. 

In  1873  the  organic  law  of  the  college  was  revised,  a  new  board  of  regents  appointed, 
and  a  new  president,  Rev.  J.  A.  Anderson,  selected,  since  which  time  the  college  has 
been  maintained  upon  a  thoroughly  industrial  basis,  in  that  all  students  are  required  to 
learn  the  elements  of  some  industry,  while  the  course  has  been  modified  from  time  to 
time  to  correspond,  by  excluding  the  classics  and  including  more  complete  instruction 
in  the  sciences  related  to  agriculture  and  the  mechanic  arts. 

In  1875  the  erection  of  buildings  upon  the  new  farm  was  begun,  and  the  u  barn  "  was 
made  the  principal  college  building,  leaving  the  old  college,  one  mile  distant,  to  serve  as 
a  dormitory,  so  that  the  principal  part  of  its  growth,  as  now  existing,  has  been  within 
the  last  eight  years,  more  than  half  of  which  were  years  of  struggle  against  local  oppo- 
sition and  with  poverty,  debt,  and  general  lack  of  comfort  or  convenience.  Five  sub- 
stantial buildings  had 'been  provided  at  a  cost  of  $35,000,  and  considerable  improvement 
upon  the  farm  had  been  made,  when,  in  1879,  President  Anderson  resigned  to  take  a  seat 
in  Congress,  and  the  present  president,  George  T.  Fairchild,  who  had  been  fifteen  years 
a  professor  in  the  Michigan  State  Agricultural  College,  was  chosen. 

The  college  has  now,  October,  1882,  a  productive  endowment  of  $386,164.87  invested 
in  school  and  municipal  bonds  at  an  average  interest  of  8  per  cent. ,  received  wholly  from 
the  sale  of  69, 723. 15  acres  of  the  original  land  grant.  There  remains  to  be  sold  1 2, 590. 37 
acres,  rapidly  selling  at  an  average  price  of  nearly  $8  an  acre,  and  the  State  still  claims 
from  the  national  government  7, 686. 47  acres  deficiency  in  the  lands  patented  to  the  State 
under  the  act  of  1862. 

The  income  for  the  last  financial  year,  closing  June  30, 1882,  was  $28,890.76,  of  which 
$25, 779. 82  was  from  interest  upon  the  invested  endowment;  the  rest  was  from  rent,  fees, 
and  sales  of  stock.  The  expenses  during  the  same  year  for  all  college  purposes  were 
$24,701.42.  The  year  closed  with  a  balance  in  the  treasury  of  cash  $10,969.23,  and  un- 
collected  interest  overdue,  $6, 461 . 37.  There  were  unexpended  balances  of  appropriations 
for  library  and  other  specific  purposes  of  $1,276.92.  These  particulars  of  the  financial 
condition  are  given  to  show  how  fully  this  State  has  met  the  requirements  of  the  act  of 
1862,  in  making  the  fund  as  large  as  possible  and  in  guarding  it  from  loss,  and  to  em- 
phasize the  prosperity  of  the  past  three  years,  during  which  the  income  has  increased 
from  $18,000  to  nearly  $29,000. 

The  college  has  received  from  the  State  for  all  purposes,  besides  the  mileage  and  fees  of 
regents  and  commission  of  land  agent,  $212,482.02,  $77,000  of  which  has  been  for  the 
buildings  now  in  use.  These,  all  of  the  famous  Manhattan  limestone,  stand  upon  a 
sightly  elevation,  overlooking  the  city  and  giving  a  fine  view  of  the  most  beautiful  part 
of  the  Kansas  valley.  The  principal  building,  or  college  hall,  yet  incomplete,  contains 
now  a  chapel  to  seat  six  hundred  people,  society  room,  ofiices,  library,  reading  room,  and 
class  rooms  for  agriculture,  mathematics,  English  history,  and  drawing.  When  fully 
completed  the  building  will  be  130  by  2iO  feet  in  extreme  dimensions,  arranged  in  three 
different  structures,  with  connecting  corridors.  The  other  buildings  answer  the  follow- 
ing description:  Chemical  laboratory,  one  story  high,  36  by  99  and  46  by  75  feet,  in  the 
form  of  a  cross.  It  contains  eight  rooms,  occupied  by  the  department  of  chemistry, 
physics,  and  mineralogy,  and  the  printing  office. 

Mechanics'  Hall,  39  by  103  feet,  of  two  stories,  occupied  by  the  carpenter  shop  and 
finishing  room,  telegraph  ofiice,  sewing  rooms,  music  rooms,  and  kitchen  laboratory. 

Horticultural  Hall,  32  by  80  feet,  one  story  and  cellar,  with  cabinet  room,  class  room, 
work  room  and  storage,  with  small  greenhouse  attached. 

Armory  Hall,  46  by  96  feet,  and  two  stories  high.  It  was  originally  designed  for  a 
bam,  and  once  served  as  the  chief  building  of  the  college,  but  is  now  used  for  the  ar- 
mory and  drill  room,  the  dwelling  of  the  farm  superintendent,  and  rooms  for  the  janitor 
and  a  few  students. 

The  barn,  of  stone,  48  by  96  feet,  with  side-hill  basement  stables,  granary,  tool  room,  &c. 

The  piggery,  of  wood,  contains  six  pens,  with  yards  attached. 

A  farm  house,  purchased  with  the  farm,  is  still  occupied  as  the  president's  house. 
The  original  college  buildings,  a  three-story  hall  and  a  dormitory,  are  but  partially  occu- 
pied on  account  of  the  distance  from  the  principal  work  and  machinery. 

Both  farms  are  surrounded  by  substantial  stone  wall,  and  both  have  considerable 
plantations  of  forest,  fruit,  and  ornamental  trees. 

The  total  property  of  the  college  is  inventoried  at  a  trifle  over  $125, 000.  This  includes, 
besides  the  buildings  above  mentioned,  various  means  of  illustration  and  instruction,  as 
follows: 

Two  farms  of  171  and  100  acres.    Eighty-five  acres  in  crops;  30  acres  in  tame  grasses; 


INDUSTKIAL    EDUCATION   IN   THE    UNITED    STATES.  125 

81  acres  in  prairie  pasture  and  mowing  land  of  native  grasses.  Samples  of  special  crops 
and  experimental  plots  in  grains,  grasses,  and  forage  crops. 

A  well  planned  barn  for  grain,  hay,  horses,  and  cattle;  and  a  piggery  with  ten  pens, 
with  separate  yards. 

Shorthorn,  .Jersey,  Polled  Angus  or  Aberdeen,  and  Galloway  cattle,  Berkshire  and 
Essex  swine. 

Farm  implements  of  approved  patterns. 

Orchards,  containing  apples,  peaches,  pears,  plums,  cherries  and  apricots,  of  many 
varieties. 

Small-fruit  garden,  with  varieties  of  blackberries,  raspberries,  gooseberries,  currants, 
and  strawberries;  and  vineyard  with  fifty  varieties  of  grapes. 

Forest  plantation  of  5  acres,  containing  twenty  varieties  of  trees  of  from  ten  to  fifteen 
years'  growth. 

Ornamental  grounds,  set  with  a  variety  of  evergreens  and  deciduous  trees.  Sample 
rows  of  ornamental  and  useful  trees  and  shrubs,  labeled. 

Vegetable  garden,  with  hot  and  cold  frames  and  experimental  beds.  Practice  rows  for 
students'  budding,  grafting,  cultivating,  and  pruning. 

A  small  greenhouse,  with  collection  of  bedding  and  house  plants.  Chemical  labora- 
tory, with  seven  rooms,  fitted  with  tables  and  apparatus  for  a  class  of  forty  students; 
also,  physical  apparatus  and  meteorological  instruments. 

Mathematical  instruments,  models  and  patterns  for  drawing,  and  charts  for  illustra- 
tion. 

Cabinets  of  mineral  and  geological  specimens,  including  the  collections  of  Professor 
Mudge;  and  growing  collections  in  botany,  entomology,  and  zoology,  with  some  interest- 
ing illustrations  in  ethnology. 

Collections  of  grains,  grasses,  and  forage  plants,  and  of  native  and  foreign  woods. 

Carpenter  shop,  with  separate  benches  and  tools  for  twenty  students  in  each  class,  be- 
sides lathe,  mortising  machine,  scroll  saws,  and  general  chest  of  tools  ibr  fine  work. 

Shop  for  iron  work,  with  forges,  vises,  drill,  &c. 

Printing  office,  with  twenty-five  pairs  of  cases,  a  good  assortment  of  type,  and  a  half- 
medium  Gordon  press, 

Telegraph  office,  with  six  miles  of  line,  connecting  thirty-two  branch  offices  and  as 
many  instruments. 

Sewing  rooms,  with  five  machines,  models  and  patterns. 

Kitchen  laboratory,  with  range,  cooking  and  table  utensils,  dining-room  furniture, 
and  dairy  apparatus. 

Music  rooms,  with  three  pianos,  an  organ,  and  other  instruments. 

Library  and  reading  room,  containing  over  3, 600  volumes  and  150  periodicals,  to  which 
all  students  have  access  during  college  hours. 

Armory,  containing  seventy-five  stand  of  arms  (breech-loading  cadet  rifles,  caliber  45) 
with  accouterments. 

The  course  of  study,  essentially  the  same  to  all  classes  of  students,  except  for  varia- 
tions in  industrial  training  requires  four  years  of  training  in  English  and  the  natural  sci- 
ences with  applications  in  agriture,  horticulture,  mechanics  and  domestic  arts.  Students 
are  admitted  upon  examination  in  the  elements  of  common  school  studies  and  pursue 
their  studies  in  the  following  order : 

First  year. — Fall  term:  Arithmetic,  English  analysis,  geometrical  drawing.  Winter 
term:  Book-keeping,  English  structure,  United  States  history.  Spring  term:  Algebra, 
English  composition,  botany  with  drawing. 

Second  year. — Fall  term:  Algebra  completed,  elementary  chemistry,  horticulture,  14 
lectures  in  military  science.  Winter  term:  geometry,  practical  agriculture,  (household 
economy  for  ladies),  organic  chemistry  and  mineralogy,  12  lectures  in  military  science. 
Spring  term:  Geometry  completed,  with  drawing,  entomology  and  anatomy,  analytical 
chemistry. 

Third  year. — Fall  term :  Trigonometry  and  surveying,  physiology,  general  history. 
Winter  term:  Mechanics,  agricultural  chemistry,  rhetoric.  Spring  term:  Civil  engin- 
eering, with  drawing,  (hygiene  for  lajdies),  chemical  physics,  English  literature. 

Fourth  year. — Fall  term:  Agriculture  (literature  for  ladies),  meteorology,  psychology. 
Winter  term:  Logic  (deductive  and  inductive),  zoology,  structural  botany.  Spring 
term:  Geology,  United  States  Constitution,  political  economy. 

These  studies  are  taught  with  especial  reference  to  an  accurate  use  of  knowledge  in 
e very-day  life,  and  a  habit  of  keen  and  precise  observation  as  students. 

The  scope  of  special  studies  is  shown  in  the  following  outline: 

PRACTICAL  AGRICULTURE. — Second  Year. — History  of  agriculture,  showing  the  suc- 
cessive steps  by  which  the  art  has  attained  its  present  position.  Histoiy  and  character- 
istics of  breeds;  their  adaptation  to  the  varying  conditions  of  soil,  climate,  and  situation; 
study  of  the  forms  of  animals  as  shown  by  the  different  breeds  belonging  to  the  college; 


126  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

the  relation  of  stock-raising  to  general  farming.  Cultivation  of  hoed  crops;  management 
of  corn  and  roots  with  reference  to  stock-feeding  and  the  growth  of  finer  grains.  The 
growth  of  the  "tame  grasses"  in  Kansas,  the  best  sorts  for  the  State,  and  their  manage- 
ment as  shown  by  experience  on  the  college  farm  and  elsewhere.  Implements  of  simple 
tillage;  mechanical  principles  involved  in  their  construction.  Application  of  labor. 
Draught;  different  adjustment  as  affecting  draught.  Use  of  the  dynamometer.  Plows 
for  soil  and  sub-soil.  Drainage;  soils  that  need  draining;  how  to  lay  out  a  system  of 
drains.  Fourth  Year. — General  principles  governing  the  development  of  domestic  ani- 
mals. The  laws  of  hereditary  disease;  of  normal,  abnormal  and  acquired  characters; 
atavism;  correlation  in  the  development  of  parts;  in-and-in  breeding  and  cross-breeding; 
influences  affecting  fecundity.  The  selection  and  arrangement  of  the  farm  with  refer- 
ence to  the  system  to  be  pursued.  Rotation  of  crops;  general  advantages  of  a  rotation; 
the  best  rotation  for  the  distribution  of  labor,  production  of  manure  and  extermination 
of  weeds;  planning  farm  buildings — barns,  piggeries,  and  stables;  manure — how  best 
housed  and  applied;  composting;  commercial  fertilizers.  Agricultural  experiments; 
field  and  feeding  experiments.  Stock-feeding  and  meat  production;  stall-feeding;  soil- 
ing. In  this  Miles' s  Stock  Breeding  is  supplemented  by  a  course  of  lectures. 

HOBTICULTUEE. — It  is  the  aim  to  teach  this  art  from  a  botanical  basis.  The  student 
applies  his  knowledge  of  the  prime  facts  in  botanical  physiology  to  the  various  operations 
of  the  nursery,  orchard,  and  garden.  Barry_'&JFruit  Garden  is  used,  supplemented  by  a 
series  of  lectures  upon  the  following  topics,  among  others:  The  scope  of  horticulture. 
General  principles  of  propagation  by  buds,  by  seeds.  Production  of  improved  varieties, 
by  careful  selection  of  seeds,  by  interfertilization  of  known  kinds.  Pepetuation  of  valu- 
able sorts  of  fruits  by  bud  propagation,  budding,  grafting,  layering,  &c.  The  important 
points  in  nursery  manipulation.  The  orchard,  conditions  of  site,  soil,  exposure,  elevation. 
Special  treatment  of  different  kinds  of  fruit  trees.  Pruning.  Gathering  and  storing 
fruits.  Small-fruit  culture;  lists  of  varieties  suitable  for  Kansas  planting.  Vegetable 
garden;  selection  and  preservation  of  seeds;  planting  and  transplanting.  The  manage- 
ment of  the  hot-bed  and  cold-frame.  Forest  plantations.  Wind  breaks.  Hedges.  Trees 
and  shrubs  for  ornamental  purposes. 

BOTANY. — During  the  course  two  terms  are  given  to  the  study  of  botany. 

Elementary  botany. — In  the  first  year  the  student  is  familiarized  with  the  aims  of  botan- 
ical classification  to  a  sufficient  degree  to  enable  him  to  appreciate  differences  and  re- 
v semblances  in  the  plant  kingdom,  and  is  made  acquainted  with  the  salient  points  in  plant 
physiology.     Gray's  Manual  and  Lessons  is  the  text-book. 

Advanced  or  higher  botany. — In  the  fourth  year,  the  intimate  structure  of  plants,  a  more 
detailed  study  of  plant  physiology  (in  the  germination  of  seed,  the  growth  of  cellular 
substance,  and  the  fertilization  of  the  ovule),  variation  and  improvement  of  varieties, 
parasitic  fungus,  are  among  the  topics  studied.  The  text-book  used  in  this  part  of  the 
course  is  Bessey 's  Botany.  This  study  is  made  more  practical  by  the  use  of  the  compound 
microscopes  belonging  to  the  department,  of  which  there  are  fifteen,  with  suitable  acces- 
sories for  a  high  grade  of  work. 

CHEMISTRY. — Inorganic  chemistry,  which  occupies  fourteen  weeks  in  the  second  year, 
includes  a  consideration  of  chemical  forces  and  of  the  laws  of  chemical  combination,  with 
nomenclature  and  formula,  and  a  careful  study  of  the  history,  manufacture,  physical 
and  physiological  properties,  tests  and  uses  of  the  various  elements  and  their  compounds. 
Especial  attention  is  given  to  those  substances  having  extended  application  in  the  arts. 

Organic  chemistry  comprises  a  six  weeks'  course  of  lectures  upon  the  theory  of  organic 
types  and  compound  radicals,  and  the  preparation  and  properties  of  those  organic  sub- 
stances most  useful  to  man. 

In  cJmnical  analysis  each  student  has  his  stand  in  the  qualitative  laboratory,  com- 
pletely furnished  with  apparatus  and  chemicals  for  his  own  use.  His  work  includes  the 
analysis  of  more  or  less  complex  mixtures  of  chemicals,  minerals,  ores,  soils,  mineral 
waters,  well  waters,  &c. 

Agricultural  chemistry. — This  includes  a  thorough  consideration  of  the  application  of 
chemical  principles  to  the  economy  of  the  farm;  the  origin  and  formation  of  soils;  the 
classification  and  composition  of  soils,  the  analysis  jrf  soils,  and  their  adaptation  to  the 
purposes  of  production;  the  composition  and  use  of  manures;  composting;  chemistry  of 
iarm  operations,  such  as  plowing,  fallowing,  draining;  chemistry  of  plant  growth.  Text- 
book, Johnson's  How  Crops  Feed. 

MINEEALOGY  AND  GEOLOGY. — For  six  weeks  in  the  second  year,  two  hours  a  day  are 
given  to  mineralogy.  This  includes  the  study  of  crystallography,  with  the  properties, 
forms,  and  uses  of  the  principal  minerals  of  the  United  States.  Blow-pipe  analysis  forms 
an  important  part  of  the  course,  each  student  being  required  to  name  and  identify  a  large 
series  of  minerals. 

A  term's  study  in  the  fourth  year  gives  a  view  of  the  causes  which  have  produced  the 
geologic  changes  in  the  past,  of  the  general  arrangement  of  the  earth's  crust,  and  of 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  127 

special  peculiarities  of  the  various  strata.     Attention  is  given  to  the  formation  of  soils 
and  deposits  of  valuable  minerals,  especially  in  Kansas. 

PHYSICS  AND  METEOEOLOGY. — Two  terms'  work  gives  an  opportunity  for  experi- 
mental study  of  the  laws  of  light,  heat,  electricity  and  magnetism,  the  constitution  of 
the  atmosphere,  the  measurement  of  temperature  and  humidity,  atmospheric  pressure. 
This  course  also  includes  a  careful  study  of  instruments  and  methods  employed  in  tak- 
ing meteorological  observations. 

ANATOMY  AND  PHYSIOLOGY. — A  full  term's  study  is  preceded  by  a  course  of  lectures 
on  anatomy.  The  study  of  physiology  embraces  a  thorough  consideration  of  the  func- 
tions of  the  organs  of  the  human  body,  and  the  relation  these  sustain  to  the  conditions 
of  health  and  disease.  Among  the  topics  discussed  these  may  be  mentioned:  food  and 
digestion;  assimilation;  secretion  and  excretion;  the  circulation  of  the  blood;  the  ner- 
vous system;  the  special  senses;  reproduction. 

SPECIAL  HYGIENE. — To  the  ladies  of  the  third  year,  a  course  of  daily  lectures  is  given 
by  the  lady  superintendent  of  the  sewing  room  upon  the  laws  of  life  and  health.  The 
course  extends  over  a  period  of  ten  weeks,  and  covers  questions  pertaining  to  personal 
health  and  the  health  of  the  household,  such  as  food,  air,  exercise,  clothing,  tempera- 
ture of  rooms,  &c. 

ENTOMOLOGY. — This  science  is  studied  with  especial  reference  to  its  economic  relations 
with  agriculture  and  horticulture.  A  brief  course  in  the  principles  of  classification  is 
followed  by  a  more  extended  study  of  the  life  history  of  beneficial  and  injurious  insects 
and  means  of  encouragement  of  one  and  control  of  the  other. 

ZOOLOGY. — In  this  study  Packard's  Zoology  has  been  adopted  as  the  text-book.  The 
intention  of  the  course  is  to  familiarize  the  student  with  the  characters  of  some  type  of 
each  class,  and  then  by  comparative  study  with  the  chief  modifications  of  the  type  chosen. 
Especial  attention  is  directed  to  comparative  anatomy  and  physiology,  as  underlying  all 
logical  classification. 

HOUSEHOLD  ECONOMY. — A  series  of  lectures  to  the  ladies  of  the  second  year  class,  ac- 
companied by  practical  illustratioH  in  the_  kitchen  laboratory,  continues  through  a  term 
of  twelve  weeks.  These  cover  the  general  ground  of  economical  provision  for  the  house- 
hold, marketing,  cooking,  preserving,  order,  neatness,  and  beauty  in  table  service,  com- 
fort in  the  family,  and  care  of  a  sick-room. 

SPECIAL  COURSES. — Persons  of  suitable  age  and  advancement  who  desire  to  pursue  such 
branches  of  study  as  are  most  directly  related  to  agriculture  or  other  industries  may  select 
such  studies,  under  advice  of  the  faculty.  Assaying  and  pharmaceutical  chemistry  may 
be  provided  for  by  special  arrangement  when  students  are  qualified  to  pursue  them. 

POST  GRADUATE  COURSES. — Arrangements  can  be  made  for  advanced  study  in  the 
several  departments  at  any  time.  Special  opportunities  for  investigation  and  research 
will  be  afforded  to  resident  graduates. 

All  other  branches  of  study  are  so  taught  as  to  give  most  thorough  work  in  the  time 
allotted  to  them. 

INDUSTRIAL  ARTS. — The  training  in  these  departments  is  designed  to  be  systematic 
and  complete  in  each,  so  that  any  student  following  a  single  line  diligently  through  a 
four  years'  course  gains  the  essentials  of  a  trade  and  a  reasonable  degree  of  skill.  Those 
who  wish  only  a  general  acquaintance  with  the  arts  can  take  shorter  courses  in  several  of 
them;  but  all  are  to  select  with  definite  purpose.  All  are  required  to  give  at  least  five 
hours  a  week  to  some  course  of  training,  and  most  of  these  are  so  adjusted  as  to  occupy  a 
single  hour  each  day  in  the  regular  routine  of  classes;  a  few  take  two  and  a  half  hours 
in  the  afternoon  of  two  days  each  week. 

Young  ladies  are  required  to  give  the  necessary  time  for  practice  in  the  kitchen  labora- 
tory, and  are  expected  to  show  some  facility  in  the  practice  of  the  sewing  room,  though 
other  industrials  may  occupy  their  course. 

DAIRYING. — During  the  spring  term  daily  instruction  and  practice  in  the  different 
branches  of  dairying  is  given  the  young  ladies  of  the  second  year  by  the  professor  of  agri- 
culture in  a  dairy  well  equipped  with  improved  appliances  for  the  manufacture  of  butter 
and  cheese.  The  course  of  instruction  given  on  this  subject  embraces  the  following  cog- 
nate subjects  :  Dairy  products  as  human  food  ;  influences  affecting  the  quantity  and 
quality  of  milk  ;  the  factory  system,  and  household  plans  of  cheese  making  ;  butter 
making ;  creameries ;  "deep  and  shallow"  setting  systems ;  packing  and  preserving  butter. 
This  instruction  is  enforced  by  regular  and  systematic  work  in  the  dairy. 

Work  in  the  farm  and  gardens  is  required  of  young  men  during  one  term  of  the  second 
year  and  one  term  of  the  third  year.  Every  young  man  thus  gains  acquaintance  with 
the  methods  of  the  college  and  with  the  work  itself. 

CARPENTRY,  &c. — On  entering  the  shops  all  are  enrolled  as  carpenters,  and  take  the 
same  first  lessons  in  sawing,  planing,  and  dressing  lumber,  making  mortises,  tenons,  and 
joints,  and  in  general  use  and  care  of  tools.  Later,  one  who  chooses  a  trade  is  provided 
with  work  in  the  line  chosen  ;  while  the  farmer's  course  provides  for  general  training  in 


128  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

a  great  variety  of  operations,  rather  for  ingenuity  than  for  skill.  In  the  full  course  of  a 
carpenter,  special  instructions  are  given  in  the  whole  range  of  work,  from  framing  to 
stair-building.  Students  are  allowed,  after  attaining  sufficient  skill,  to  work  upon  their 
own  materials,  under  the  advice  of  the  superintendent.  All  are  required  to  take  at  least 
one  term  of  practice  in  the  shop  during  the  first  year  at  college.  In  iron  work,  instruc- 
tion is  given  in  ordinary  forging,  filing,  tempering,  &c. 

PRINTING. — Two  courses  arc  pursued  in  this  art.  In  one  the  student  is  taught  the  im- 
plements or  tools  employed  in  typography  and  how  to  use  them ;  composition,  imposition, 
correcting  proof,  technical  terms,  presses  and  their  workings,  and  the  general  duties  of  a 
first-class  workman.  The  second  course  of  lessons  alternates  with  those  in  the  first,  and 
embraces  instruction  in  spelling,  capitalization,  syllabication,  punctuation,  proof-read- 
ing, preparation  and  criticism  of  essays,  and  such  other  work  as  will  make  the  student 
accurate  and  expert  in  language.  The  Industrialist,  a  weekly  paper  edited  by  the  faculty 
as  an  exponent  of  the  work  of  the  college,  is  printed  by  the  students  in  the  department. 

TELEGRAPHY. — The  course  of  training  involves  for  beginners  the  characters  that  com- 
pose the  alphabet  and  combinations  of  these  characters  into  words  and  sentences — atten- 
tion being  paid  to  spelling  and  to  short  and  precise  expression  in  messages — abbrevia- 
tions, signals,  forms  of  messages,  train  orders,  reports,  &c.  To  the  more  advanced  is 
given  regular  line  business,  as  press  reports,  messages,  cipher  messages,  and  orders  in  all 
forms  used  by  prominent  telegraph  companies,  together  with  the  necessary  book-keeping 
on  exact  copies  of  the  blanks  in  actual  use,  thus  giving  the  student  an  understanding  of 
the  work  of  an  operator.  A  portion  of  the  time  is  devoted  to  instruction  in  the  use  and 
management  of  lines,  batteries,  instruments,  &c.  The  elementary  principles  of  elec- 
tricity, magnetism,  and  electro-magnetism  evolved  in  telegraphy  are  taught  and  illus- 
trated by  experiments.  The  more  recent  inventions  relating  to  the  art  are  discussed  and 
explained.  Pope's  Hand-book  of  the  Telegraph  is  used  as  a  text-book. 

SEWING. — Young  ladies  are  taught  in  all  ordinary  forms  of  sewing  with  needle  and 
machine  and  in  cutting,  fitting,  and  trimming  dresses  and  other  garments. 

Music. — Provision  is  made  for  the  teaching  of  instrumental  music.  The  college  fur- 
nishes instruments  for  daily  practice,  but  the  teacher  depends  upon  his  fees  for  income. 
Instruction  in  vocal  music  for  beginners  and  for  advanced  students  is  furnished  at  a  very 
slight  expense. 

MILITARY  TRAINING. — During  the  second  year  a  course  of  twenty-six  lectures  is  given. 
These  are  designed  to  show  what  an  army  is  for,  its  relation  to  the  country,  and,  in  a 
general  way,  to  describe  its  organization  and  duties.  To  those  who  desire  it  an  oppor- 
tunity is  given  to  obtain  a  fair  practice  in  the  ordinary  infantry  drills,  including  bayonet 
exercise.  Although  drill  is  thus  made  optional,  students  are  not  allowed  to  take  it  for 
periods  shorter  than  one  term. 

Classes  are  in  session  from  9  a.  m.  to  1  p.  m.  of  every  week  day  except  Saturday,  and 
no  student  may  be  absent  without  excuse.  A  full  and  permanent  record  of  attendance, 
scholarship,  and  deportment  shows  to  each  student  his  standing  in  the  college,  and  after 
each  monthly  examination  a  report  of  advancement  is  made  to  parents.  Chapel  exercises 
occupy  fifteen  minutes  before  the  meeting  of  classes  each  morning,  and  unnecessary  ab- 
sence from  them  is  noted  in  the  grades. 

Twice  in  each  month  the  whole  body  of  students  gather  for  a  lecture  from  some  mem- 
ber of  the  faculty,  or  for  the  rhetorical  exercises  of  the  third  and  fourth  year  classes.  On 
alternate  weeks  all  the  classes  meet  at  the  same  hour  in  separate  class  rooms  for  exercise 
in  elocution  and  correct  expression. 

LABOR. — The  general  drift  of  instruction  and  training  is  such  as  to  encourage  habits 
of  manual  labor  during  the  course.  The  work  of  the  college  is  done  chiefly  by  students 
at  wages  ranging  from  eight  to  ten  cents  per  hour,  and  every  effort  is  made  to  encourage 
those  who  depend  largely  upon  their  own  earnings  for  an  education.  The  amount  paid 
to  students  for  labor  during  the  last  year  was  $1,611.70. 

Expenses  of  students  are  at  the  same  time  limited  by  the  general  economy  of  surround- 
ings. Tuition  is  free  except  in  music;  to  young  men  in  telegraphy  and  in  printing  for 
the  first  year,  and  to  all  in  analytical  chemistry  a  small  fee  each  term  is  charged  to  cover 
incidental  expenses. 

Of  the  students  attending  the  college  75  per  cent,  are  from  farmers'  homes,  and  a  very 
large  proportion  of  the  rest  from  the  families  of  mechanics  and  tradesmen. 

Since  the  organization  in  1863,  there  have  been  in  attendance  2,072  different  students — 
1,369  male  and  703  female. 

The  attendance  of  the  last  college  year  was  312  (224  male  and  88  female).  The  average 
age  this  year  was  19. 35  years,  and  the  students  were  gathered  from  54  counties  of  Kan- 
sas and  from  13  other  States.  The  present  year  shows  an  increase  of  40  over  the  attend- 
ance of  last  year  at  this  date,  and  a  better  preparation  for  the  course. 

The  graduates  of  the  college  number  74  (46  male  and  28  female).    Twenty-four  of  these 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  129 

received  the  degree  of  A.  B. ,  and  50  that  of  B.  s.     Seven  have  taken  a  second  degree  in 
course. 

The  general  influence  of  graduates  and  students  of  shorter  course  is  widely  felt  in  the 
general  improvement  of  the  State  in  all  departments  of  industry. 

The  college  is  now  under  the  control  of  a  board  of  regents,  6  in  number,  appointed  by 
the  governor  of  the  State,  subject  to  the  approval  of  tHe  State  senate,  and  commissioned 
for  a  term  of  three  years.  All  interests  of  the -college,  including  the  sale  of  lands  and 
care  and  investment  of  funds,  are  committed  to  their  charge.  The  president  of  the  col- 
lege, elected  by  the  board,  becomes  ex  officio  a  member  of  that  body. 

The  faculty  is  composed  of  the  president,  professors,  and  superintendents  regularly  ap- 
pointed by  the  board;  and  all  methods  of  instruction  and  discipline  within  the  prescribed 
course  are  intrusted  to  their  direction.  This  body  has  now  14  members,  employed  at 
salaries  ranging  from  $600  to  $2,200,  and  amounting  to  $14,800  a  year.  The  members 
are  as  follows:  President  and  professor  of  logic  and  political  economy,  professor  of  math- 
ematics and  engineering,  professor  of  practical  agriculture  and  superintendent  of  the 
farm,  professor  of  chemistry  and  physics,  professor  of  botany  and  zoology  and  superin- 
tendent of  the  orchards  and  gardens,  professor  of  elementary  English  and  mathematics, 
professor  of  military  science  and  tactics  detailed  by  United  States  War  Department,  in- 
structor in  English,  and  history,  instructor  in  industrial  drawing,  superintendent  of  teleg- 
raphy, superintendent  of  printing,  superintendent  of  sewing  and  instructor  in  hygiene 
and  domestic  economy,  superintendent  of  workshops,  teacjier  of  music. 

Besides  the  work  of  instructing  the  youth  of  the  State  who  gather  at  the  college,  the 
faculty  have  undertaken  various  experimental  researches  of  direct  interest  in  agriculture 
and  other  industries.  The  results  have  been  disseminated  through  the  columns  of  The 
Industrialist,  a  weekly  paper  edited  by  the  faculty  and  widely  circulated,  and  by  pub- 
lication of  official  reports.  Eecently  a  series  of  farmers'  institutes  has  been  organized 
to  reach  and  co-operate  with  the  farmers  of  different  sections  of  the  State.  These  havo 
proved  efficient  means  of  advancing  the  interests  of  both  the  college  and  agriculture 
throughout  the  State. 

Members  of  the  faculty  are  prominent  in  the  various  educational  associations  of  the 
State,  as  well  as  those  for  the  promotion  of  agriculture,  horticulture,  and  science  in  gen- 
eral. The  college  is  generally  recognized  throughout  the  State  as  serving  well  the  pur- 
poses of  the  national  land  grant  and  working  out  profitably  the  problem,  of  industrial 
training  with  a  liberal  education,  though,  as  yet,  only  an  encouraging  beginning  has 
been  made. 

The  improved  facilities  and  extended  means  of  the  immediate  future  must  help  to 
more  complete  success  and  larger  usefulness  in  the  same  direction. 

GEO.  T.  FAIRCHILD,  President. 


KENTUCKY. 

AGEICULTUEAL  AND  MECHANICAL  COLLEGE  OF  KENTUCKY. 
OBJECTS. 

The  leading  aim  of  this  college  is  to  teach  the  branches  that  are  related  to  agriculture 
and  the  mechanic  arts.  During  our  connection  with  Kentucky  University,  which  existed 
from  1866  to  1878,  but  little  success  was  attained  in  that  direction.  This  was  due  to  the 
failure  of  Kentucky  University  to  meet  the  obligations  it  had  contracted. 

In  1878  the  State  of  Kentucky  detached  this  college  from  Kentucky  University  and  by 
action  of  the  legislature  it  was  placed  upon  an  independent  footing.  The  State  has  added 
a  classical  to  the  former  course  of  scientific  study,  and  also  a  normal  school  department. 
The  preparatoiy  department  of  the  college  works  in  connection  with  and  subordinate  to 
the  normal  school  department. 

INCOME  AND  EXPENDITUEE. 

The  annual  income  is  $9, 900  from  the  Congressional  land  fund  of  1862,  $16, 000  from  tax 
levied  by  the  State  for  the  benefit  of  the  college,  $2,500  from  tuition  fees;  total,  about 
$28,400. 

THE  FACULTY. 

The  faculty  consists  of  the  president,  who  is  also  professor  of  civil  history  and  meta- 
physics, professors  of  mathematics  and  astronomy,  natural  history,  Latin  and  Greek, 
S.  Ex.  25—^-9 


130  INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 

French  and  German,  chemistry  and  physics,  English  language  and  literature,  and  a  prin- 
cipal of  the  normal  department  (with  three  assistants),  practical  mechanics,  and  military 
tactics. 

STUDENTS. 

There  were  last  year  (18Sl-'82)*  320  students  in  the  college,  of  whom  249  were  males 
and  71  females.  Last  year  there  were  six  graduates.  The  whole  number  of  graduates 
since  1878  is  fifteen.  Women  have  access  to  all  the  classes  of  the  institution.  Each  legis- 
lature representative  district  is  entitled  to  send  four  properly  prepared  students  free  of 
tuition,  and  each  county  four  normal  school  pupils. 

THE  COURSE  OF  STUDY. 

The  time  given  studies  is  as  follows:  history,  two  years;  mental  and  moral  philoso- 
phy, one  year;  mathematics  (exclusive  of  preparatory),  four  years;  Latin  and  Greek, 
four;  chemistry  and  physics,  two;  natural  history,  four;  English  language,  four;  French 
and  German,  each,  two;  normal  school,  three;  bookkeeping  course,  two;  tactics  and 
military  science,  two.  Instruction  is  mainly  from  text  books. 

SCHOOLS  AND  STUDIES. 

The  instruction  is  classified,  according  to  its  nature,  into  schools,  as  follows: 

1.  School  of  civil  history,  embracing  studies  in  European  history,  that  of  the  United 
States,  Germany,  England,  the  constitutions  of  the  United  States  and  of  England,  and 
political  economy. 

2.  School  of  English  language  and  literature,  with  an  excellent  course. 

3.  School  of  mental  and  moral  philosophy. 

4.  School  of  mathematics,  covering  algebra,  geometry,  trigonometry  (plane  and  spheri- 
cal), analytical  geometry,  calculus,  mathematical  physics,  and  astronomy. 

5.  School  of  chemistry,  embracing  elementary  physics,  practical  chemistry,  with  ap- 
plication to  agriculture,  mechanic  arts,  and  medicines;  there  are  lectures  and  laboratory 
illustrations. 

6.  School  of  natural  history,  embracing  physical  geography,  botany  (general  and  eco- 
nomic), anatomy  and  physiology,  forestry,  zoology,  microscopy,  geology,  and  palaeontology. 

7.  School  of  modern  language,  embracing  French,  German,  Spanish,  and  Italian. 

8.  School  of  military  tactics  and  civil  engineering. 

A  normal  department  has  been  added  by  the  State,  and  it  is  proposed  to  endow  a  pro- 
fessorship of  the  "  theory  and  practice  of  teaching." 

The  technical  value  of  the  institution  has  been  enlarged  by  an  advanced  course  on  ag- 
ricultural chemistry ;  by  special  lectures  on  the  relation  of  geology  to  soils,  of  forests  to 
agriculture,  and  of  insects  to  vegetation. 

There  is  an  evident  desire  to  increase  the  efficiency  of  the  college  in  every  branch  of 
instruction. 

The  grounds  upon  which  the  college  buildings  are  situated  were  given  by  the  city  of 
Lexington  to  secure  the  location  of  the  college,  and  comprise  52  acres  within  the  city  lim- 
its. The  bulk  of  the  money 'expended  in  the  erection  of  buildings  vras  given  by  the  city 
and  county  of  Fayette.  The  estimated  value  of  the  grounds  is  §25,000,  and  of  the  build- 
ings, $85,000. 

President  Patterson  adds  also  the  following: 

HISTOEY  OF  THE  COLLEGE. 

The  proceeds  of  the  land  grant  were  first  applied  to  the  creation  and  maintenance  of 
an  agricultural  and  mechanical  college  of  the  Kentucky  University,  a  denominational  in- 
stitution. When  this  college  was  detached  from  its  former  connection  in  1878  a  commis- 
sion was  appointed  to  determine  its  future  character  and  location.  After  a  provisional 
existence  for  two  years  the  legislature  of  1879-' 80,  in  accordance  with  the  recommenda- 
tion of  the  commission,  established  it  upon  the  grounds  offered  to  the  State  by  the  city 
of  Lexington.  After  a  long  contest  the  legislature  also  agreed  to  give  the  college  the 
proceeds  of  a  tax  of  one-half  cent  on  each  hundred  dollars  of  taxable  property  in  the 
Commonwealth,  said  tax  to  continue  until  repealed.  The  principal  opposition,  to  this 
additional  endowment  came  from  friends  of  the  Kentucky  University,  who  fancied  that 
their  institution  would  be  injured  by  the  establishment  and  success  of  the  State  college. 

A  board  of  trustees  was  appointed,  nominated  by  the  governor,  and  confirmed  by  the 
senate,  and  the  college  was  by  them  reorganized  in  accordance  with  the  terms  of  the  char- 
ter on  a  basis  entirely  undenominational. 

The  success  of  the  first  year  under  its  reorganization  more  than  exceeded  expectations. 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  131 

But  when  the  legislature  of  1881-'82  met  the  college  found  itself  forced  into  a  struggle 
for  existence.  All  the  denominational  colleges  of  the  State,  Presbyterian,  Baptist,  Meth- 
odist, and  Christian,  formed  a  combination  to  procure  the  repeal  of  the  one-half  cent  tax 
voted  by  the  preceding  legislature  for  its  aid.  Their  chief  ground  of  complaint  was  that 
the  State  college  because  of  the  aid  secured  by  the  State  was  making  education  so  cheap 
and  so  comprehensive  that  they  were  unable  to  compete  with  it.  After  a  contest  of  nearly 
three  months,  in  which  all  the  resources  and  menaces  of  ecclesiasticism  were  evoked  and 
used,  the  bill  for  repeal  was  laid  on  the  table  of  the  house  of  representatives  by  a  vote  of  51 
to  38.  The  contest  is,  however,  not  yet  ended.  The  presidents  of  the  aggrieved  colleges 
have  carried  the  question  of  the  constitutionality  of  the  tax  into  the  courts,  where  it  is 
now  pending. 

If  let  alone  the  State  college  will  do  a  good  work  and  supply  a  want  long  felt  in  Ken- 
tucky. 


LOUISIANA. 
STATE  UNIVEESITY  AND  AGRICULTURAL  AND  MECHANICAL  COLLEGE 

The  institution  which  is  now  receiving  the  income  of  the  fund  arising  from  the  national 
land  grant  made  to  Louisiana  for  the  establishment  of  an  agricultural  college  is  the  re- 
sult of  combining  the  old  State  university  and  the  Agricultural  and  Mechanical  College. 
The  State  university  was  founded  in  1853,  and  opened  at  Alexandria  in  1860,  under  the 
superintendence  of  General  (then  Colonel)  W  T.  Sherman.  In  1869  its  building  was 
burned,  and  the  institution  moved  to  Baton  Rouge.  In  1877  the  Agricultural  College, 
which  had  been  in  operation  in  New  Orleans  since  its  opening  in  1874,  was  made  a 
part  of  the  university. 

The  object  of  uniting  the  institutions  was  to  provide  a  seat  of  learning  where  literature, 
science,  and  the  arts  should  be  taught,  and  where  the  citizens  should  be  fitted  ' '  to  per- 
form skillfully  and  magnanimously  all  the  offices,  both  private  and  public,  of  peace  and 
war."  To  carry  out  its  object  the  law  requires  it  to  provide  " general  instruction  and 
education  in  all  the  departments  of  literature,  science,  art,  and  industrial  and  profes- 
sional pursuits,"  and  "special  instruction  for  the  professions  of  agriculture,  the  me- 
chanic arts,  mining,  military  science  and  art,  civil  engineering,  law,  medicine,  com- 
merce, and  navigation." 

The  productive  funds  of  the  institution  are  $318,313.  Two  sources  from  which  they 
have  been  obtained  have  been  the  seminary  fund,  which  had  its  origin  in  grants  of  land 
made  by  the  general  government  in  1806  and  1811,  and  the  agricultural  'College  fund, 
which  was  originally  $327, 000.  It  was  reduced  in  1875  to  §196,200.  The  income  of 
these  funds  is  about  $14,500.  An  annual  State  appropriation  of  $10,000  nominally 
makes  up  the  entire  income  to  an  amount  sufficient  to  enable  the  university  to  carry  on 
efficiently  the  work  which  has  been  assigned  to  it  by  State  legislation.  But  the  $10,000 
appropriated  have  realized  to  the  university  a  sum  much  less,  the  net  value  of  it  being 
$6,700  in  1880  and  in  1881,  though  the  outlook  for  the  present  year  is  more  favorable. 
Nothing  is  derived  from  fees  toward  the  support  of  the  institution,  as  tuition  is  free  to  all. 

There  are  8  professors  and  159  students.  The  work  of  both  is.  being  performed  thor- 
oughly and  satisfactorily.  The  full  courses  in  agriculture  and  the  mechanic  arts  cover 
three  years  each  of  undergraduate  study.  The  subjects  pursued  are  arranged  for  the 
purpose  of  educating  those  who  propose  to  devote  themselves  to  agriculture  and  the  in- 
dustrial arts  in  Louisiana.  It  is  considered  as  presenting  an  opportunity  nowhere  else 
to  be  had  for  intelligent  training  in  the  cultivation  of  the  semi-tropical  staples,  sugar, 
cotton,  and  rice.  Special  studies  are  added  in  horticulture  and  the  domestic  arts. 

The  college  maintains  no  extensive  laboratories  or  costly  farm,  but  utilizes  the  practi- 
cal opportunities  for  study  found  in  the  cotton  fields  and  gin-houses,  the  sugar  planta- 
tions and  mills,  the  rice  fields,  oil  mills,  &c. ,  which  are  open  for  study  and  investigation 
around  Baton  Rouge. 

The  agricultural  course  embraces  French,  chemistry,  physics  (including  the  theory  of 
the  steam  engine),  animal  and  vegetable  physiology  and  anatomy,  with  scientific  agri- 
culture and  rural  economy,  and  engineering.  These  latter  include  farm  architecture, 
hygiene,  veterinary  surgery,  surveying  roads,  bridges,  levees,  ditches,  &c.  There  are 
also  added  short  courses  of  social  and  industrial  history,  English  rhetoric  and  literature, 
bookkeeping,  political  economy,  and  ethics.  One  hour  a  day  is  devoted  to  labor  in  the 
field,  garden,  or  workshop. 

In  the  mechanical  course  the  instruction  is  full,  both  theoretical  and  practical.  The 
studies  embrace  mathematics,  analytical  and  descriptive  geometry,  a  short  course  in  engi- 
neering ;  also  drawing,,French,  chemistry,  physics,  social  and  industrial  history,  and  other 


132  INDUSTRIAL    EDUCATION   IN    THE    UNITED    STATES. 

studies  similar  to  those  in  tlie  agricultural  course.  The  workshop  has  (1880-'81)  been 
opened,  and  contains  tools,  engine,  lathes,  forge,  &c.,  to  illustrate  and  teach  both  wood 
and  iron  working.  It  has  proved  both  useful  and  successful,  and  has  enlisted  the  public 
interest  largely. 

Students  in  the  Agricultural  and  Mechanical  College  have  access  to  the  cabinets,  collec- 
tions, and  chemical  and  physical  apparatus,  but  the  chief  design  of  the  instruction  pur- 
sued is  to  familiarize  students  with  the  practical  knowledge  grounded  on  the  sciences 
underlying  industrial  occupations. 

The  State  topographical  survey  was  made  under  the  general  direction  of  the  university. 

The  attention  devoted  to  the  sugar  cane  and  other  tropical  staples  makes  the  Louisiana 
State  University  and  its  agricultural  instructors  an  authority,  and  it  is  the  special  aim  of 
the  faculty  to  steadily  increase  this  usefulness. 

A  station  for  the  production  of  vaccine  lymph  was  established  in  February,  1882,  and 
an  apiary  is  suggested  by  the  president  as  a  proper  addition  to  the  practical  appliances 
of  the  college. 

The  experiments  and  the  actual  work  are  carried  on  largely  by  the  students,  under  the 
direction  of  the  professor  in  charge,  and  thus  the  educational  and  scientific  character  of 
this  branch  of  the  college  is  brought  into  prominence.  The  vaccine  establishment  has 
been  self-sustaining,  besides  gratuitously  distributing  more  than  20,000  ivory  points, 
with  very  satisfactory  results,  and  has  met  the  hearty  approval  of  the  physicians  of  the 
State. 

Owing  to  its  origin  as  a  military  academy,  for  a  long  time  almost  exclusively  devoted 
to  the  education  of  State  students,  this  institution  is  carried  on  under  a  strictly  military 
system.  The  discipline  is  exact,  though  not  severe,  and  all  cadets  drill  one  hour  daily. 
The  larger  portion  of  the  corps  reside  in  the  barracks,  but  a  considerable  number  live 
with  their  parents  or  guardians  in  Baton  Rouge,  and  under  the  same  regulations  as 
others  from  8  a.  m.  until  5  p.  m.  This  somewhat  anomalous  system  is  adapted  to  the 
needs  of  the  students. 


MAINE. 
THE  STATE  COLLEGE  OF  AGRICULTURE  AND  THE  MECHANIC  ARTS. 

[From  special  statement  of  the  president  and  annual  catalogues.] 

' '  The  object  of  the  institution  is  to  furnish  to  the  young  people  of  the  State  (those  from 
other  States  not  excluded)  who  may  desire  it  the  advantages  of  a  thorough,  liberal,  and 
practical  education,  and  especially  instruction  in  such  branches  of  learning  as  are  related 
to  agriculture  and  the  mechanic  arts." 

ENDOWMENT  AND  FUNDS. 

Its  endowment,  which  is  much  too  small  for  its  purposes,  was  derived  from  the  sale  of 
land  donated  by  the  national  government  by  act  of  Congress  in  1862.  The  amount  of 
land  to  wbich  this  State  was  entitled  was  210,000  acres.  By  direction  of  the  legislature 
of  the  State  the  land  scrip  was  sold  by  the  governor  an<J  council,  and  at  a  ruinously 
low  figure,  the  price  received  for  the  greater  part  of  it  being  but  53  cents  per  acre.  As  a 
result  the  endowment  secured  was  less  than  $120,000.  From  interest  which  accumu- 
lated chiefly  before  the  institution  was  opened  to  students,  this  sum  was  increased  to 
$132,500,  which  is  the  present  endowment.  The  larger  part  of  this  is  invested  in  State 
6  per  cent,  bonds,  and  has  yielded  a  revenue  of  about  $8,000  per  annum. 

Considering  the  low  rates  at  which  safe  investments  can  now  be  made,  the  revenue 
from  this  source  is  estimated  at  $7,500.*  For  other  assistance  the  institution  is  obliged 
to  look  to  the  State. 

The  annual  expenditure  is  about  $11,000;  the  annual  expense  of  teaching  force, 
$10,000.  Several  of  the  instructors  recently  entered  upon  duty  at  moderate  salaries. 
With  increasing  efficiency  of  service  their  compensation  must  be  increased.  The  pro- 
spective annual  expense  of  teaching  staff  is  $12,500,  and  the  prospective  ordinary  annual 
expenditure,  $14,000.  These  figures  presuppose  the  maintenance  of  the  institution  on 
its  present  basis.  Any  considerable  enlargement  of  plan  would  involve  necessarily  an 
increase  of  annual  expenditure. 

The  value  of  grounds  and  buildings  is  $120,000;  of  library,  apparatus,  &c.,  $25,000. 

*  By  direction  of  the  State  legislature,  since  August,  1881,  a  moderate  tuition  has  been  charged, 
yielding  an  annual  revenue  of  something  above  $2,000. 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  133 

The  site  was  given  by  the  towns  of  Orono  and  Oldtowu,  and  cost  $11,000.  The  build- 
ings have  been  erected  principally  by  means  of  appropriations  made  by  the  State.  Citi- 
zens of  Bangor  contributed  something  over  $12,000  for  the  benefit  of  the  college  in  its 
early  years. 

THE  FACULTY. 

The  number  of  instructors  is  nine  (not  including  the  farm  superintendent,  who  gives 
no  class  room  instruction),  namely:  President  (who  is  professor  of  physics  and  mental 
and  moral  sciences),  professor  of  chemistry,  professor  of  civil  engineering,  pirofessor  of 
mechanical  engineering,  professor  of  natural  history,  professor  of  modern  languages, 
professor  of  agriculture,  instructor  in  vise  work  and  forge  work,  and  professor  of  mili- 
tary science,  assigned  by  the  United  States  Government. 

STUDENTS  AND  GRADUATES. 

The  number  of  students  in  1881-' 82  was  90,  3  of  whom  were  young  women.  No 
charge  for  tuition  has  been  made  until  recently,  except  for  students  from  without  the 
State,  who  are  charged  the  nominal  sum  of  $12  per  term.  Tuition  is  now  $30  a  year. 
Only  one  scholarship  has  yet  been  provided;  others  are  earnestly  desired. 

The  number  of  graduates  is  156,  140  young  men  and  16  young  women.  Of  these,  50 
have  graduated  in  the  course  in  civil  engineering  and  22  in  mechanical  engineering. 
Upon  84  has  been  conferred  the  degree  of  bachelor  of  science,  which  includes  those  who 
have  taken  the  course  in  agriculture,  in  chemistry,  and  in  literature  and  science.  The 
course  in  science  and  literature  is  the  course  in  agriculture  with  certain  modifications 
adapting  it  more  especially  to  the  wants  of  young  ladies. 

Besides  the  156  graduates,  there  have  been  connected  with  the  institution  for  periods 
of  time,  ranging  from  one  term  to  three  and  a  half  years,  210  students.*  Of  the  366 
who  have  received  training  at  the  college  the  vocations  of  250  are  known.  Of  this  num- 
ber 27  per  cent,  are  engaged  in  agricultural  pursuits  and  27  per  cent,  in  the  mechanic 
arts;  11  per  cent,  are  in  professional  life  and  89  per  cent,  are  engaged  in  non-professional 
callings. 

The  graduates  have  been  very  successful  in  passing  early  to  worthy  and  lucrative  posi- 
tions, and,  so  far  as  known,  have  maintained  themselves  with  credit  in  the  positions 
secured. 

THE  COURSE  OF  STUDY. 

The  plan  of  instruction  embraces  five  courses  of  study,  namely:  A  course  in  agricult- 
ture;  a  course  in  science  and  literature,  which  is  the  course  in  agriculture  with  certain 
modifications;  a  course  in  civil  engineering;  a  course  in  mechanical  engineering,  and  a 
course  in  chemistry.  The  subjects  taught  and  the  time  given  to  each  may  be  best  un- 
derstood by  an  examination  of  a  condensed  outline  of  the  courses,  together  with  brief 
explanatory  statements. 

COURSE  IN  AGRICULTURE. 

For  the  first  year  the  course  embraces  physical  geography,  physiology,  algebra,  rhetoric 
and  botany,  geometry,  French,  bookkeeping,  and  labor  on  farm. 

For  the  second  year  it  includes  botany,  horticulture  and  arboriculture,  general  and  quali- 
tative chemistry,  physics,  French,  English  literature  and  surveying  or  (L)  history  of  Eng- 
land, trigonometry,  freehand  and  mechanical  drawing,  field  work  and  forge  work  (elect- 
ive with  a  part  of  the  mechanical  drawing). 

For  the  third  year,  it  requires  farm  drainage,  mechanical  cultivation  of  the  soil  and 
physics,  agriculture  and  organic  chemistry  with  principles  of  plant  feeding,  mechanics, 
agricultural  engineering  and  farm  implements,  zoology  and  entomology,  German,  labora- 
tory work  and  experimental  farming,  or  analysis  of  English  authors  (elective). 

For  the  fourth  year  are  required  landscape  gardening,  stock  breeding,  and  veterinary 
science,  cultivation  of  cereals,  care  and  feeding  of  animals,  dairy  farming  and  sheep  hus- 
bandry, comparative  anatomy,  mineralogy  and  geology,  history  of  civilization,  United 
States  Constitution  and  political  economy,  logic,  mental  and  moral  science,  with  experi- 
mental farming  and  agricultural  botany  or  historical  readings  and  analysis  (elective). 

COURSE  IN  CHEMISTRY. 

For  the  first  year  the  following  studies  are  included:  Physical  geography,  physiology, 
algebra,  rhetoric  and  botany,  geometry,  French,  bookkeeping,  and  labor  on  farm. 

For  the  second  year:  General  and  qualitative  chemistry,  botany,  horticulture  and  arbori- 
culture, physics,  French,  English  literature,  surveying,  trigonometry,  freehand  and  me- 
chanical drawing  with  field  work. 

*  Not  including  those  now  in  the  college. 


134  INDUSTRIAL    EDUCATION   IN    THE    UNITED    STATES. 

For  the  third  year:  Chemistry,  physics,  German,  zoology  and  entomology,  American 
literature,  laboratory  work. 

For  the  fourth  year:  Chemistry,  comparative  anatomy,  mineralogy  and  geology,  history 
of  civilization,  United  States  Constitution  and  political  economy,  laboratory  work,  logic. 

COURSE  IN  CIVIL  ENGINEERING. 

For  the  first  year  the  following  studies  are  included:  Physical  geography,  physiology, 
algebra  and  geometry,  rhetoric  and  botany,  French,  bookkeeping,  and  labor  on  farm. 

For  the  second  year:  Trigonometry,  botany,  horticulture  and  arboriculture,  general 
chemistry,  analytical  geometry  and  calculus,  English  literature,  surveying,  physics, 
French,  freehand  and  mechanical  drawing,  with  field  work. 

For  the  third  year:  Henck's  Field  Book,  mechanics,  calculus,  descriptive  geometry, 
physics,  descriptive  astronomy,  German,  field  work  and  drawing,  isometric  and  cabinet 
projection  and  perspective. 

For  the  fourth  year:  Civil  engineering,  designs  and  specifications,  stereotomy,  practi- 
cal astronomy,  mineralogy  and  geology,  logic,  United  States  Constitution  and  political 
economy,  topography  and  railroad  work,  machine  drawing  and  designing. 

COURSE  IN  MECHANICAL  ENGINEERING. 

For  the  first  year  the  following  studies  are  included:  Algebra  and  geometry,  physi- 
ology, physical  geography,  rhetoric  and  botany,  French,  bookkeeping,  and  labor  on  farm. 

For  the  second  year:  Trigonometry,  analytical  geometry  and  calculus,  French,  Eng- 
lish literature  and  surveying,  general  chemistiy,  physics,  botany,  horticulture  and  arbori- 
culture, free  hand  and  mechanical  drawing,  field  work  and  forge  work. 

For  the  third  year:  Machinery  and  mill  work,  calculus,  descriptive  geometry,  Ger- 
man, shop  work  and  machine  drawing,  isometric  and  cabinet  projection  and  perspective. 

For  the  fourth  year:  Hydraulic  motors,  steam  engine,  designs  and  specifications,  prac- 
tical astronomy,  mineralogy  and  geology,  logic,  United  States  Constitution  and  political 
economy,  applied  descriptive  geometry,  machine  drawing  and  designing. 

THE  AGRICULTURAL  INSTRUCTION. 

Instruction  is  given  largely  by  lectures,  and  embraces  the  subjects  of  most  marked  im- 
portance to  the  farmer.  The  following  defines  the  leading  topics:  Mechanics  and  farm 
implements,  embodying  use  and  principles  of  construction;  agricultural  engineering, 
roads,  culverts,  masonry,  strength  of  materials;  mechanical  cultivation  of  the  soil;  prin- 
ciples of  plant  feeding;  landscape  gardening;  cultivation  of  cereals;  care  and  feeding  of 
animals;  dairy  farming;  sheep  husbandry;  botany,  horticulture,  arboriculture;  chemistry; 
zoology  and  entomology,  with  bee  keeping;  comparative  anatomy,  including  illustrated 
lectures  on  stock  feeding  and  veterinary  science;  mineralogy  and  geology;  law,  inter- 
national and  rural. 

INSTRUCTION  IN  SCIENCE  AND  LITERATURE. 

The  course  in  science  and  literature  includes  French  and  German,  the  general  math- 
ematical and  most  of  the  scientific  studies  of  the  agricultural  course.  Instead  of  certain 
branches  quite  purely  technical  in  the  latter  course,  history  and  English  and  American 
literature  are  substituted. 

WOMEN  STUDENTS. 

In  the  special  laws  of  the  State,  passed  in  1872,  it  is  provided  that  young  ladies,  "who 
possess  suitable  qualifications  for  admission  to  the  several  classes  may  be  admitted  as 
students  in  the  college. ' '  In  arranging  the  course  in  science  and  literature,  reference  has 
been  had  to  this  enactment.  From  this  course,  however,  young  men  who  desire  it  are 
not  excluded,  as,  on  the  other  hand,  young  ladies  are  not  excluded  from  any  of  the  other 
courses. 

INSTRUCTION  OF  THE  CIVIL  ENGINEER. 

The  object  is  to  give  the  student  a  thorough  knowledge  of  higher  mathematics, 
mechanics,  astronomy  and  drawing,  and  at  the  same  time  a  thorough  drill  in  the  use  of 
instruments  and  in  the  application  of  mathematical  principles  and  rules,  so  that  the 
graduate  can  at  once  be  made  useful  in  engineering  work,  and  be  fitted  after  a  limited 
amount  of  experience  in  the  field  to  fill  positions  of  importance  and  trust.  The  course  is 
also  arranged  so  as  to  afford  the  education  required  to  prepare  the  graduate  for  a  responsi- 
ble position  among  men  as  well  as  among  engineers. 

In  the  first  term  of  the  third  year,  Henck's  Field  Book  is  used  as  a  text  book,  from 


INDUSTRIAL    EDUCATION   IN    THE    UNITED    STATES.  135 

•which  the  student  obtains  methods  of  running  railroad  curves,  calculations  of  earth- 
work, &c.  This  is  supplemented  by  many  examples,  worked  by  the  student,  and  by 
lectures  on  preliminary  and  final  surveys  and  on  the  resistance  to  trains  ofiered  by  curves 
and  grades. 

The  subject  of  mechanics  is  taken  up  the  last  term  of  this  year,  in  which  the  students 
receive  a  thorough  training  in  the  principles  underlying  construction,  illustrated  as  far 
as  may  be  by  practical  examples,  in  which  these  principles  are  applied. 

Most  of  the  time  is  given  to  statics,  as  being  the  branch  of  mechanics  most  applicable 
to  civil  engineering,  enough  of  dynamics  being  taught  to  meet  the  requirements  of  the 
civil  engineer.  During  the  senior  year  Rankine's  Civil  Engineering  is  the  text  book, 
though  other  works  are  used  for  reference. 

The  course  of  study  is  thorough  and  practical,  applied  directly  to  materials  and  their 
use,  together  with  engineering  problems.  Drawing  is  made  a  permanent  and  marked 
feature  of  every  term.  Field  work  in  surveying,  general,  road,  and  railroad  engineering, 
with  topographical  surveying,  are  its  main  features.  Mineralogy,  geology,  and  astronomy 
are  carefully  taught. 

INSTRUCTION  OF  THE  MECHANICAL  ENGINEEE. 

It  is  the  design  of  this  course  to  give  such  a  knowledge  of  mathematics,  mechanics, 
principles  of  mechanism,  drawing,  and  manual  art,  as  shall  enable  the  student  success- 
fully to  enter  practical  life  as  an  engineer  with  the  same  thorough  education  in  subjects 
required  to  fit  him  for  the  general  duties  of  life  as  is  afforded  by  the  other  courses. 

The  work  of  the  first  two  years  is  similar  to  that  of  the  civil  engineer's  course,  except 
that  forge  work  is  added  in  the  second  year. 

There  are  now  two  shops  equipped  according  to  the  Russian  system,  and  work  in  these 
is  required  of  all  students  in  this  course. 

In  the  second  term  of  the  sophomore  year,  a  course  in  forge  work  is  given,  in  which  the 
student  becomes  familiar  with  the  methods  in  use  in  actual  construction.  A  similar 
course  in  vise  work  is  given  during  the  first  term  of  the  junior  year,  in  which  a  corre- 
sponding knowledge  is  obtained.  It  in  the  intention  to  add  more  shops  at  the  earliest 
possible  moment.  It  should  be  understood  that  it  is  the  object  in  these  shops  to  teach 
operations  in  use  in  a  number  of  trades,  rather  than  the  details  of  any  one  trade. 

INSTRUCTION  OF  THE  CHEMIST. 

This  course  aims  to  siipply  a  want  felt  by  students  who  wish  to  enter  certain  indus- 
tries in  which  a  somewhat  extensive  knowledge  of  chemistry  is  important.  The  first 
two  years  are  mainly  like  those  of  the  other  courses,  qualitative  analysis  being,  however, 
obligatory  for  these  students  in  the  second  term  of  the  sophomore  year. 

During  the  junior  year,  daily  recitations  are  held  in  agricultural  chemistry  and  ele- 
mentary organic  chemistry,  and  the  study  of  advanced  inorganic  chemistry  is  begun.  In 
the  senior  year,  advanced  inorganic  chemistry  is  concluded  and  advanced  organic  chem- 
istry is  taken  up. 

The  afternoons  are  devoted  to  quantitative  chemical  analysis  by  the  junior  and  senior 
students  of  the  course.  The  work  consists  of  the  most  useful  gravimetric  and  volumetric 
methods,  beginning  with  simple  estimations,  which  are  followed  by  more  complex  anal- 
yses of  alloys,  minerals,  fertilizers,  farm  products,  &c.  A  short  course  in  the  assay  of 
gold  and  silver  is  also  given. 

DEGREES. 

In  the  courses  in  agriculture,  science  and  literature,  and  chemistry  the  degree  of 
bachelor  of  science  is  given. 

In  the  engineering  courses  the  degrees  are  bachelor  of  civil  engineering  and  bachelor 
of  mechanical  engineering.  The  master's  degree  in  any  of  the  courses  maybe  conferred 
after  three  years. 

LABOR. 

It  is  a  peculiarity  of  the  college  that  it  makes  provision  for  labor,  thus  combining  prac- 
tice with  theory,  manual  labor  with  scientific  culture.  The  maximum  time  of  required 
labor  is  three  hours  a  day  for  five  days  in  the  week. 

In  the  lowest  class  the  students  are  required  to  work  on  the  farm,  and  they  receive 
compensation  for  their  labor  according  to  their  industry,  faithfulness  and  efficiency,  the 
educational  character  of  the  labor  being  also  taken  into  account.  The  maximum  price 
paid  is  10  cents  an  hour.  The  labor  is  designed  to  be  as  much  as  possible  educational, 
so  that  every  student  may  become  familiar  with  all  the  forms  of  labor  upon  the  farm  and 
in  the  garden. 


136  INDUSTRIAL   EDUCATION   IN   THE   UNITED   STATES. 

The  students  of  the  three  upper  classes  carry  on  their  principal  labor  in  the  laboratory, 
the  draAving  rooms,  the  Avork  shops,  or  in  the  field;  and  for  it  they  receive  no  pecuniary 
consideration,  since  this  labor  is  of  a  purely  educational  character. 

MILITAEY  INSTEUCTION. 

Thorough  instruction  in  military  science  is  given  by  an  officer  detailed  by  the  Secre- 
tary of  War  from  the  active  list,  United  States  Army. 

All  able-bodied  male  students  receive  instruction  in  the  school  of  the  soldier,  company, 
and  battalion  drill. 

Artillery  drill  is  limited  to  the  senior  class. 

Arms  and  equipments  are  furnished  by  the  United  States  Government. 

FABM  AND  BUILDINGS. 

The  college  farm  contains  370  acres  of  land  of  high  natural  product! A^eness  and  of  great 
diArersity  of  soil,  and  is  therefore  well  adapted  to  the  experimental  purposes  of  the  insti- 
tution. 

White  Hall,  the  building  first  erected,  affords  excellent  accommodations  for  a  limited 
number  of  students.  The  lower  rooms  of  this  building  are  appropriated  to  general  and 
class  purposes. 

Brick  Hall  contains  48  rooms  and  has  connected  with  it  a  boarding  house  for  students. 
In  these  buildings  the  institution  furnishes  desirable  accommodations  for  125  students. 

The  laboratory  contains  two  apparatus  rooms,  a  lecture  room,  a  cabinet,  a  library  and 
weighing-room,  a  recitation  room,  and  rooms  for  analytical  and  other  purposes,  and  is  in 
all  respects  admirably  adapted  to  the  wants  of  the  chemical  and  mineralogical  depart- 
ments. 

APPARATUS. 

The  college  is  furnished  with  new  and  valuable  apparatus  for  the  departments  of 
physical  geography,  chemistry,  physics,  surveying,  civil  engineering,  and  mechanical  en- 
gineering, to  Avhich  additions  will  be  made  as  the  exigencies  of  the  several  departments 
require.  Models  have  been  obtained  from  the  United  States  Patent  Office  and  others 
have  been  purchased  that  serve  for  purposes  of  instruction. 

LIBEAEY. 

The  library  contains  above  4,000  volumes,  some  of  which  have  been  obtained  by  pur- 
chase, while  others  have  been  kindly  given  to  the  college.  The  volumes  secured  through 
the  liberality  of  Ex-Governor  Coburn  and  the  gifts  of  other  friends  are  a  valuable  addi- 
tion to  this  department.  It  is  earnestly  hoped  that  so  important  an  auxiliary  in  the 
education  of  students  in  the  college  will  not  be  disregarded  by  the  people  of  the  State, 
and  that  liberal  contributions  will  be  made  to  the  library,  not  only  of  agricultural  and 
scientific  works,  but  also  of  those  profitable  to  the  general  reader. 

CABINET. 

Rooms  have  been  fitted  up  with  cases  of  minerals  and  specimens  of  natural  history, 
and  several  hundred  specimens  have  been  presented  to  the  college.  The  valuable  pri- 
vate cabinets  of  Prof.  C.  H.  Fernald  and  Ex-President  C.  F.  Allen  are  placed  in  these 
rooms  and  are  accessible  to  the  students.  All  specimens  presented  will  be  properly 
credited  and  placed  on  exhibition.  Rocks  illustrating  the  different  geological  formations 
and  minerals  found  within  the  State  are  particularly  solicited. 


MARYLAND. 
MAEYLAND  AGEICULTUEAL  COLLEGE. 

[Statement  of  the  president,  1880.] 

The  leading  object  of  the  Maryland  Agricultural  College  is  to  promote  agricultural 
education  under  the  resolution  of  Congress  of  1862. 

ENDOWMENT  AND  FUNDS. 

The  United  States  land  scrip  invested  by  the  State  yields  annually  $6,978;  the  State 
gives  annually,  $6,000*  additional ;  the  grounds,  buildings,  and  apparatus  are  estimated  at 

*  The  State  withdrew  the  donation  of  $6,000  at  the  last  session  of  the  legislature. 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  137 

$100,000,  one-half  owned  by  the  State.  Students  from  the  State  and  District  of  Colum- 
bia, in  consideration  of  the  above  yearly  endowment,  are  admitted  free  of  tuition.  The 
only  other  income  is  from  board,  which  at  $200  a  year  yields  an  average  income  of  $12,- 
000.  The  annual  expenditures,  including  repairs,  improvements,  and  necessary  working 
expenses,  cover  the  whole  income;  the  annual  expense  of  teaching  staff  is  $8,500.* 

THE  FACULTY. 

The  instructors  and  lecturers  occupy  the  following  chairs:  President  and  professor  of 
engineering  and  astronomy ;  registrar  and  professor  of  physics;  professor  of  English  litera- 
ture, mental  science,  and  history;  of  ancient  and  modern  languages;  of  agriculture  and 
natural  history,  architecture,  &c. ;  of  chemistry,  and  the  instructor  in  military  science. 

STUDENTS'  FEES — DEGEEES. 

For  the  last  five  years  the  students  have  averaged  75,  all  males.  Students  pay,  in  ad- 
dition to  a  board  bill  of  $200,  $75  a  year  for  tuition.  There  are  no  scholarships.  Since 
1875  there  have  been  20  graduates.  During  the  war  the  college  was  closed. 

The  degrees  conferred  are  bachelor  of  arts,  bachelor  of  science,  master  of  arts,  and 
bachelor  of  agricultural  science.  Graduates  are  devoting  themselves  mostly  to  teach- 
ing and  to  agricultural  pursuits.  Nearly  1, 400  students  have  registered  since  the  college 
was  founded. 

Women  are  not  admitted  to  any  of  the  departments,  since  military  instruction  is  one 
of  the  requirements  of  the  government. 

THE  PLAN  OF  STUDY. 

The  course  of  instruction  extends  over  four  years,  embracing  all  subjects  under  the 
chairs  enumerated.  The  plan  of  instruction  is  by  a  systematic  series  of  recitations,  each 
one  hour  in  length,  accompanied  by  oral  lectures  and  reviews.  All  the  departments  run 
through  the  four  years. 

APPLIANCES  AND  APPARATUS. 

The  theoretical  outfit  of  the '  department  of  agriculture  is  complete,  embracing  all 
necessary  charts,  anatomical  exhibits,  seeds,  minerals,  and  text  books.  There  have 
never  been  sufficient  appropriations  for  workshops.  The  laboratory  is  in  good  working 
order,  and  students  are  required  to  work  four  hours  a  week  in  practical  chemistry; 
analyses  of  soils,  ores,  and  metals  are  frequently  made  during  the  course,  which  extends 
from  the  sophomore  year  to  the  close. 

TECHNICAL  LABOR  AND  APPLICATION. 

Students  of  the  freshman  and  practical  classes  practice  four  hours  a  week  upon  all 
necessary  farm  work,  under  the  charge  of  the  professor  of  agriculture.  Students  in  this 
class  are  divided  into  details  for  garden,  field,  yard,  and  grounds,  and,  under  competent 
supervision,  are  instructed  in  whatever  work  the  season  may  offer  in  these  divisions.  At 
the  commencement  of  each  week  the  respective  details  rotate,  thus  changing  the  work 
to  each  class. 

A  suitable  compensation  is  paid  to  students  on  special  volunteer  detail,  on  Saturdays, 
during  vacations,  and  during  the  hours  from  4  to  6  p.  m. 

The  laboratory  work  comprises  work  in  agricultural  chemistry ;  work  in  the  microscopic 
department  of  botany  and  zoology  ;  work  in  geological,  mineralogical,  and  osteological 
cabinets  ;  work  in  the  veterinary  dissecting  and  other  rooms. 

SPECIAL  METHODS. 

Especial  attention  is  directed  towards  a  cultivation  of  veterinary  knowledge.  A  class 
of  special  agriculturists  studying  for  farm  superintendents,  farmers,  and  teachers  has 
been  organized. 

By  an  act  of  the  last  legislature  the  Commissioner  of  Agriculture  was  placed  upon 
the  board  of  trustees  and  tendered  such  portions  of  the  farm,  of  286  acres,  as  may  in  his 
judgment  be  necessary  for  the  benefit  of  the  government  and  State.  Several  plats  are 
now  devoted  to  a  trial  of  the  cereals. 

COLLEGE  BUILDING. 

This  is  an  imposing  structure  of  brick,  120  feet  long,  54  feet  wide,  6  stories  high,  re- 
lieved by  an  east  and  south  portico.  The  basement  contains  the  dining  room,  kitchen, 

*The  annual  expense  for  teaching  staff  is  now  $4,000,  and  is  being  reduced. 


138  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

pantry,  wash  room,  and  bakery.  On  the  first  floor  are  the  laboratory,  museum,  chapel, 
bath  room,  and  department  of  languages.  On  the  second  floor,  the  parlor,  visitor's 
room,  president's  room,  registrar's  office,  commandant's  office,  room  of  officer  of  the  day, 
English,  agricultural,  and  mathematical  rooms,  society  hall,  and  library.  The  chambers 
above  are  large,  well  ventilated,  well  heated,  and  lighted  throughout  with  gas. 

[Additional  statements  from  latest  reports  received  in  this  Office.] 
THE  SCHOOL  OF  AGRICULTURE. 

It  has  been  the  aim  of  this  institution,  under  the  present  direction,  to  make  the  school 
of  agriculture  the  leading  one  in  the  college  course.  The  acquisition  to  the  faculty  of 
Prof.  A.  Grabowskii  has  done  much  to  make  this  possible.  In  the  report  of  1880  the 
professor  states  that  an  increased  interest  has  been  aroused,  41  students  taking  the  course 
of  agricultural  studies. 

The  veterinary  studies  of  this  college  have  received  a  special  evidence  of  approval  in 
the  offer  of  the  New  York  Veterinary  College  of  a  free  scholarship  for  an  appointee  of 
the  Maryland  institution,  and  the  crediting  also  of  the  time  spent  at  the  college  by  all 
students  entering  therefrom. 

The  fair  (for  1880)  of  the  National  Agricultural  Society,  held  at  Washington,  was 
utilized  by  the  Maryland  college,  the  students  visiting  the  fair  and  listening  to  explan- 
atory lectures  and  statements. 

THE  FARM:  AND  APPLIANCES. 

The  farm  consists  of  286  acres,  with  artificially  drained  meadows,  also  dry  bottom  and 
rolling  uplands.  There  is  a  well  selected  herd  of  stock,  animals  for  use  and  breeding. 

The  vegetable  garden  embraces  ten  acres,  and  several  acres  are  laid  down  in  fruit  and 
flowers. 

The  national  Department  of  Agriculture  is  utilizing  the  farm  for  experimental  pur- 
poses to  some  extent. 

THE  COLLEGE  COURSE, 

The  branches  of  study  included  in  the  college  course  are  grouped  under  the  following 
departments: 

1.  Civil  engineering  and  astronomy. 

2.  English  literature,  mental  science,  and  history. 

3.  Pure  mathematics. 

4.  Physics  and  applied  mathematics. 

5.  Agriculture,  architecture,  and  natural  history. 

6.  Chemistry. 

7.  Ancient  and  modern  languages. 

Physical  geography  is  classed  with  civil  engineering  and  astronomy;  constitutional  law 
with  English  literature,  mental  science,  and  history;  calculus  and  mechanics  with  physics 
and  bookkeeping;  lectures  on  shades,  shadows,  and  perspective  and  descriptive  geometry 
with  pure  mathematics. 

The  studies  of  the  school  of  agriculture  are:  Freshman  year,  general  agriculture; 
sophomore  year,  geology,  animal  anatomy  and  physiology,  botany,  and  zoology;  junior 
year,  horse  and  cattle  raising,  animal  therapeutics,  climatology,  agronomy  and  manur- 
ing, general  and  special  plant  culture,  diseases  of  animals  and  animal  obstetrics;  senior 
year,  raising  of  swine,  sheep,  poultry,  and  bees,  horticulture,  vegetable  gardening,  agri- 
cultural implements  and  machines,  agricultural  technology  and  architecture,  arboriculture 
and  landscape  gardening. 

The  practice  comprises  work  on  the  farm  and  in  the  laboratories.  For  farm  work, 
students  are  divided  into  garden,  field,  yard  and  grounds  details,  and  instructed  in  Avhat- 
ever  work  the  seasons  may  offer  in  these  divisions.  At  the  commencement  of  each  week 
the  "details"  rotate,  thus  changing  the  work  to  each  class.  The  special  agricultural 
class  is  on  practice  detail  daily  from  2  to  4  p.  m. ;  all  freshmen,  on  Tuesdays  and  Thurs- 
days from  2  to  4  p.  m.  For  work  done  during  the  time  from  4  to  6  p.  m. ,  during  vacation 
and  on  Saturdays,  a  suitable  compensation  is  paid  to  volunteer  students. 

The  laboratory  work  comprises  practice  in  the  chemical  laboratory  (agricultural  chem- 
istry), in  the  microscopic  department  of  botany  and  zoology,  in  the  geological,  miner- 
alogical  and  o=teological  cabinets,  and  in  the  veterinary  dissecting  rooms. 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  139 


MASSACHUSETTS. 
MASSACHUSETTS  AGRICULTURAL  COLLEGE. 

[Statement  prepared  from  the  latest  reports  in  this  office  and  from  other  sources.] 

OBJECT. 

Professor  Levi  Stockbridge,*  president  of  the  college,  writes  that  "the  leading  object 
of  this  institution  is  education,  as  required  by  the  act  of  Congress  which  gave  us  our 
endowment  fund,  but,  technically,  everything  is  made  to  contribute  to  science  and  prac- 
tice in  agriculture." 

ENDOWMENT  AND  FUNDS. 

• 

The  permanent  college  endowment  consists  of  two-thirds  of  the  fund  created  by  the 
sale  of  the  land  scrip  granted  by  the  United  States  and  held  in  the  State  treasury,  and 
of  certain  donations  from  private  benefactors,  with  the  income  therefrom  derived.  The 
full  endowment  fund,  as  derived  from  this  sale  and  increased  by  the  State,  is  as  follows: 

From  sale  of  land  scrip $236,307  40 

Profits  on  bond  investment 10,067  40 

Added  by  the  State 141,535  35 


387,910  15 

Of  this  total  the  State  has  expended  $27,778.40  for  an  experimental  farm,  leaving  the 
total  permanent  fund  $360,067.67. 

Of  this  amount,  invested  by  the  State  so  as  to  produce  a  little  over  5  per 

cent,  per  annum,  the  agricultural  college  is  endowed  with  two-thirds,  or  __  $240,045  20 

Value  of  farm  purchased  by  State 27,778  40 

Donated  by  the  town  of  Amherst,  for  building  purposes 75, 000  00 

Donation  for  constructing  and  stocking  plant  house 20, 000  00 

For  herbarium 2,000  00 

For  scholarships,  prizes  and  books  ( various) 7, 751  00 

By  State  appropriations  from  1864  to  1879f 240, 000  00 

612,574  60 

The  present  income  outside  of  legislative  aid  is  derived  from  the  land  scrip  fund  and 
some  additional  sources  (1881),  and  is  as  follows: 

Income  from  State  treasury $12,958  00 

Income  from  other  funds 907  00 

Income  from  tuition,  &c 4,601  00 

Income  from  all  other  sources 6,379  00 


24,845  00 
Expenditures  for  1881  were: 

Salaries,  &c _. $11,137  00 

Other  expenses _ _ 11,  444  00 


22,  581  00 
Value  of  realty,  &c. 

Buildings,  farm,  &c _ $202,747  00 

Other  property___ 3,  024  75 


205,  771  75 

THE  FACULTY. 

According  to  the  catalogue  of  1881  the  college  staff  consisted  of  the  president  (profes- 
sor of  agriculture),  professors  of  modern  languages,  chemistry,  physics  and  civil  engineer- 
ing, botany  and  horticulture,  military  science,  lecturers  on  veterinary  science,  geology, 
zoology,  and  entomology,  and  the  superintendent  of  nurseries — 10  in  all. 

*Since  succeeded  by  Hon.  Paul  A.  Chadbourne,  D.  D.,LL.  D. 

fOf  this  amount,  8150,000  were  designed  for  buildings  and  equipments. 


140  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

DEGEEES,  STUDENTS,  AND  GRADUATES. 

The  college  course  continues  four  years.  On  graduation  the  degree  of  bachelor  of 
science  is  received.  An  advanced  course  is  open  for  college  graduates  and  licentiates  of 
scientific  schools.  The  degrees  are  doctor  of  science  or  doctor  of  philosophy. 

The  number  of  students  registered  in  the  catalogue  of  1881  was  113,  80  of  whom  were 
in  the  regular  classes. 

The  tuition  fees  are  $12  per  term — $36  per  annum.  One  free  scholarship  is  awarded 
to  each  Congressional  district  in  the  State,  the  value  of  which  is  $144  per  annum.  The 
income  from  the  bequest  ($1,000)  of  Miss  Mary  Robinson,  of  Medneld,  Mass.,  is  bestowed 
by  the  faculty  on  such  needy  student  as  is  deemed  most  worthy. 

The  number  of  graduates  previous  to  1882  was  181,  to  whom  the  degree  of  bachelor 
of  science  was  given.  A  list  of  the  graduates,  with  their  occupations,  is  published  from 
time  to  time.  That  given  in  the  last  report  shows  that  some  37  graduates  are  engaged 
in  farming;  28  as  clerks,  agents,  salesmen  and  the  like;  24  have  entered  the  "learned 
professions"  or  are  taking  professional  studies;  11  are  in  mercantile  business;  10  are  in 
manufacturing  work;  10  are  teachers,  5  of  whom  are  in  agricultural  colleges;  9  are  en- 
gineers or  surveyors,  6  florists,  3  veterinary  surgeons,  3  druggists,  3  chemists,  and  the 
remainder  are  occupied  in  a  diversity  of  employments.  Over  400  others  have  taken  par- 
tial courses. 

Professor  Stockbridge  writes:  "By  vote  of  the  trustees  of  this  institution  females  are 
invited  here  as  students.  In  but  one  instance,  however,  has  the  opportunity  been  availed 
of."  In  the  catalogue  for  1879  a  report  of  meteorological  observations  for  1878,  by  Miss 
Snell,  is  given. 

COURSE  OF  STUDY. 

Each  collegiate  year  is  divided  into  three  terms.  The  studies  for  the  first  year  are  as 
follows:  Chemistry,  general  and  inorganic;  human  anatomy,  physiology,  and  hygiene; 
algebra;  English;  agriculture;  declamation;  botany,  general  and  systematic;  geometry; 
elocution;  freehand  drawing;  French;  military  drill;  and  manual  labor  for  six  hours  each 
week,  except  in  the  second  term. 

For  the  second  year:  Systematic  botany ;  geometry;  French;  English;  agriculture;  dec- 
lamation; geology;  lectures  in  history;  trigonometry;  drawing;  zoology;  surveying;  level- 
ling; military  drill,  and  manual  labor  as  before. 

For  the  junior  year :  Mechanics;  entomology;  market  gardening;  horticulture;  physics; 
practical  chemistry;  German;  drawing;  agricultural  debate;  astronomy;  roads  and  rail- 
roads; stock  and  dairy  farming;  military  drill  four  hours,  and  manual  labor  as  before. 

For  the  senior  year :  English  literature;  lectures  in  history;  practical  chemistry;  book- 
keeping; roads  and  railroads;  military  science;  original  declamation;  thesis;  mental  sci- 
ence; agriculture;  veterinary  science;  microscopy;  botany;  landscape  gardening;  rural 
law;  lectures  on  English  language;  agricultural  review;  military  drill. 

APPLIANCES  AND  APPARATUS. 

The  students  have  the  advantage  of  contiguity  to  Amherst  College  and  its  collections, 
library,  and  appliances,  f :om  which,  though  there  be  no  direct  connection,  there  cannot 
but  be  beneficial  aids  obtained  to  the  students  of  the  Agricultural  College.  The  library 
property  of  the  Agricultural  College  consists  of  over  2,000  volumes,  mostly  on  technical 
subjects,  embracing  every  department  of  agriculture  and  the  natural  sciences. 

The  Knowlton  Herbarium  contains  more  than  10,000  species  of  catalogued  plants  and 
botanical  specimens. 

The  State  cabinet  of  geology,  ornithology,  and  entomology  is  complete  in  its  illustra- 
tion of  the  natural  history  of  Massachusetts. 

The  chemical  laboratory  has  accommodations  for  70  students,  and  is  in  a  high  state  of 
efficiency.  Practical  laboratory  work  is  required  of  each  student  daily  for  an  entire  year. 

The  department  of  physics  and  civil  engineering  is  fully  equipped.  Practical  field 
work  in  surveying,  laying  out  roads,  &c.,  is  required  of  every  student  sufficient  to  give 
him  a  knowledge  of  the  most  approved  instruments  and  methods,  to  be  pursued  under 
a  great  variety  of  circumstances. 

The  military  department  affords  facilities  for  valuable  discipline,  and  is  educating  far 
more  thoroughly  and  completely  than  any  militia  system  can  be  expected  to  do  a  large 
number  of  young  men,  who  go  out  capable  of  serving  as  officers  or  soldiers  in  case  of 
emergency.  This  feature  of  the  course  of  study  and  training  is  far  more  important  than 
is  generally  supposed,  and  has  from  the  first  received  the  most  careful  attention  by  the  col- 
lege authorities,  and  has  been  eminently  successful. 

The  horticultural  department  contains  extensive  plant  and  propagating  houses,  peach, 
pear,  and  apple  orchards,  vineyards,  and  nurseries,  thus  affording  ample  facilities  for  in- 


INDUSTRIAL   EDUCATION   IN   THE   UNITED   STATES,  141 

straction  and  for  the  labor  of  students,  who  are  paid  by  the  hour  for  all  work  beyond  the 
limits  of  what  is  called  "class  work,"  which  is  required  of  all  students  six  hours  a  week 
as  a  part  of  the  educational  course. 

The  farm  of  nearly  400  acres  must  be  regarded  as  an  important  adjunct  of  the  college, 
as  it  affords  facilities  for  observation  and  labor  which  could  not  be  had  without  it.  It 
has  been  somewhat  cramped  for  means,  and  has  been  required  to  do  a  vast  amount  of 
work  in  the  way  of  grading  grounds,  building  roads  and  walks,  and  teaming  of  various 
kinds  for  the  college,  so  that  its  accounts  have  not  shown  its  actual  working;  but  its  ca- 
pacities for  usefulness  in  connection  with  other  departments  of  the  college  are  quite  ob- 
vious. 

The  farm  stock,  though  considerably  diminished,  owing  to  sales  in  order  to  meeb  in- 
debtedness, still  consists  of  25  head,  old  and  young,  all  but  two  of  which  are  pure  Ayr- 
shires. 

PRACTICAL  EESULTS. 

The  farm  is  largely  self-sustaining,  and  is  in  many  ways  profitable  to  the  college.  Its 
benefits  experimentally  considered  are  very  great.  The  horticultural  department  is  also 
nearly  self-sustaining.  The  crops  in  1880,  with  one  or  two  exceptions,  were  good.  The 
vineyard  produced  very  well,  and  the  crop  yielded  about  $150.  The  nursery  is  in  good 
condition,  and  contains  a  very  large  stock  of  peach  and  other  fruit  and  ornamental  trees, 
consisting  of  apple,  pear,  plum,  and  peach  seedlings  (root  grafted  or  budded),  quince 
stocks  budded  with  pear,  grape  vines  from  cuttings,  evergreens  (mostly  Japanese)  from 
cuttings,  a  large  stock  of  the  umbrella  pine,  Japanese  maple,  &c. 

The  catalogue  of  1880  says:  "Though  the  education  and  training  of  young  men  must 
be  regarded  as  the  primary  object,  the  contributions  of  the  college  to  the  science  and 
practice  of  agriculture  have  been  extensive  and  valuable,  and  they  are  universally  rec- 
ognized throughout  the  country  as  in  the  highest  degree  creditable  to  the  institution  and 
to  the  State;  they  have,  indeed,  in  repeated  instances  been  taken  as  the  basis  of  impor- 
tant legislative  action  in  other  States.  The  following  may  be  stated  as  a  few  of  the  sub- 
jects that  have  been  investigated,  most  of  them  exhaustively  and  with  valuable  practi- 
cal results: 

"  1.  The  growing  of  sugar  beets,  the  manufacture  of  sugar  from  them,  and  trials  of  their 
value  for  cattle  foods.  This  industry  is  soon  to  grow  up  in  our  midst  and  to  absorb 
large  amounts  of  capital. 

' '  2.  The  sources  of  supply  and  the  quantity  and  quality  of  our  manurial  agents.  These 
careful  scientific  investigations  have  been  the  prime  means  of  revolutionizing  the  manu- 
facture and  trade  in  fertilizers  not  only  in  this  State  but  throughout  the  country. 

' '  3.  Laboratory  and  physical  examinations  of  the  South  Carolina  phosphates,  and  trials 
of  their  agricultural  value  in  the  raw  state  and  after  treatment  with  acids. 

"4.  On  the  use  and  effect  of  common  salt  on  the  grain  and  root  crops. 

"5.  The  chemical  and  physical  condition  of  the  salt  marshes  of  the  State,  and  the  de- 
vising of  methods  by  which  they  can  be  made  available  for  agricultural  purposes. 

"6.  Experiments  with  compound  commercial  fertilizers  to  test  their  comparative  agri- 
cultural value  and  their  value  as  compared  with  single  elements. 

"7.  To  determine  what  elements  will  make  practically  a  complete  manure  on  our  aver- 
age soils. 

1  i  8.  Investigations  of  the  quality  and  composition  of  commercial  fertilizers  offered  for 
sale,  and  the  protection  of  the  community  by  legal  control  and  inspection  from  frauds  in 
them. 

"9.  Observations  and  study  of  the  phenomena  of  plant  life. 

"  10.  The  circulation  of  sap  in  plants,  and  their  expansive  power  during  growth. 

"11.  To  determine  the  proportions  of  different  elements  of  nutrition  in  feeding  sub- 
stances to  be  used  to  save  needless  expense  and  to  produce  the  most  certain  results. 

"  12.  Experiments  on  the  continuous  growth  of  crops  on  the  same  soil  with  chemical 
fertilizers  alone. 

"13.  The  influence  of  different  kinds  of  fodder  plants  fed  to  mil  ch  cows  or*  the  quantity 
and  quality  of  their  milk  and  butter. 

"14.  Examinations  and  trials  to  test  the  comparative  value  of  different  methods  of 
setting  and  treating  milk  in  the  butter  dairy. 

' '  15.  Practical  trials  of  new  implements  and  a  great  variety  of  farm  machinery. 

' '  16.  Investigations  as  to  the  effect  of  girdling  fruit  trees  and  plants  to  hasten  the  time 
of  ripening  and  to  improve  the  quality  of  the  fruit. 

' '  17.  The  effect  of  chemical  salts  on  the  carbo-hydrate  contents  of  plants  and  the  quality 
of  fruits. 

"  18.  The  construction  and  repair  of  common  roads. 

"19.  The  growing  of  early  amber  cane  and  the  manufacture  of  sugar  from  its  juice. 


142  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

' '  20.  The  influence  of  temperature  on  the  vital  functions  of  plants,  and  temperature  of 
soils  and  air  on  the  changes  in  forms  of  water  in  soils  and  plants  and  vapor  in  air. 

"21.  Investigations  in  relation  to  the  evaporation  and  percolation  of  water  from  the 
soil. 

' '  22.  The  tilling  of  soils  of  different  characteristics  as  affecting  the  loss  of  water  by 
evaporation. 

' '  23.  The  determination  of  the  elements  of  plant  nutrition  lost  from  the  soil  by  leach- 
ing and  of  those  it  retains. 

"  24.  Investigations  in  relation  to  the  comparative  temperature  of  the  soil  and  air  by 
day  and  by  night. 

"  25.  The  establishment  of  true  meridian  lines  to  regulate  the  practice  of  surveying. 

"26.  The  comparative  study  of  the  milk  of  different  breeds  of  cows. 

* '  27.  Accurate  investigations  of  the  comparative  nutritive  and  feeding  value  of  northern, 
southern,  and  western  varieties  of  Indian  corn. ' ' 

In  further  illustration  of  the  work  achieved  in  this  direction,  as  well  as  in  that  of  prac- 
tical training,  the  following  testimony  is  given: 

Dr.  James  R.  Nichols,  editor  of  the  Journal  of  Chemistry,  chairman  of  the  exam- 
ining committee  for  1878,  says:  ' '  A  prominent  aim  was  to  ascertain  if  the  young  men  were 
really  qualified  to  go  upon  a  farm  and  conduct  its  operations  in  an  intelligent  and  prac- 
tical manner." 

After  a  recapitulation  of  the  range  of  knowledge  required  and  information  possessed 
by  the  students,  Dr.  Nichols  says:  Upon  these  points  and  many  others  the  young  men 
were  examined  sufficiently  in  detail  to  bring  out  what  they  really  knew;  and  it  is  grati- 
fying to  report  that  the  answers  showed  marked  proficiency  in  these  departments  of 
study." 

In  1870,  Professor  Agassiz,  acting  as  chairman  of  the  examining  committee,  reported 
that  the  "theory  of  scientific  agriculture  is  thoroughly  taught,  and  the  application  of 
such  knowledge  is  made  on  the  farm,  *  *  *  and  all  students  are  compelled  to  work 
at  the  details  of  husbandry;  so  that  manual  labor  becomes  a  valuable  adjunct  to  mental 
application." 

In  1873,  Professor  Agassiz  declared,  in  reference  to  one  of  the  papers  referred  to  in  the 
foregoing  schedule:  "  Let  me  say  to  those  who  have  not  thought  that  the  Agricultural 
College  was  doing  anything  worth  its  expense,  that  the  production  of  this  one  paper  has 
amply  paid  for  every  dollar  which  the  State  has  thus  far  bestowed  upon  the  institution. ' ' 

MASSACHUSETTS  INSTITUTE  OF  TECHNOLOGY,  BOSTON. 

[Statement  from  the  latest  catalogue  and  reports  received  at  this  office.] 
OBJECTS. 

This  institution  was  organized  under  State  charter  in  1861  as  an  "  institution  devoted 
to  the  practical  arts  and  sciences,  having  the  triple  organization  of  a  society  of  arts,  a 
museum  or  conservatory  of  arts,  and  a  school  of  industrial  science  and  art, ' '  and  as  a  means 
of  aiding  "the  advancement,  development,  and  practical  application  of  science  in  con- 
nection with  arts,  agriculture,  manufactures,  and  commerce."  The  Congressional  land 
grant  for  the  State  of  Massachusetts  and  in  aid  of  a  college  of  agriculture  and  the  me- 
chanic arts  was  divided  between  the  Agricultural  College  at  Amherst  and  the  Institute 
of  Technology,  the  latter  institution  receiving  one-third. 

ENDOWMENTS  AND  FUNDS. 

The  endowment  was  obtained  from  the  gifts  of  individuals  and  from  the  grant  by  the 
State  of  one-third  of  the  land-grant  fund.  The  latter  amounted  to  $120, 000  and  the 
private  donations  were  about  $515.000.  Of  this  latter  sum  $316,000  were  invested  in 
real  estate,  $54,000  in  permanent  property,  and  $145,000  are  still  regarded  as  productive 
funds,  which,  with  the  national  endowment  of  $120,000  and  a  small  additional  sum, 
makes  up  $267,000  of  permanent  funds.  The  annual  income  and  expenditure  are  each 
about  $60,000,  two-thirds  of  which  is  paid  for  salaries. 

THE  FACULTY. 

The  faculty  of  the  institute  has  40  members,  divided  as  follows:  President,  professor 
emeritus  of  physics  and  geology;  professors  of  mathematics  (2),  civil  and  topograph- 
ical engineering,  mechanical  engineering,  mining  engineering,  metallurgy  and  industrial 
chemistry,  general  chemistry,  analytical  and  organic  chemistry,  physics,  theoretical  and 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  143 

applied  mechanics,  architecture,  geology  and  geography,  zoology  and  palaeontology, 
modern  languages,  and  English  history;  assistant  professors  of  architecture,  architectural 
design,  and  modern  languages;  instructors  in  practical  design,  mechanical  and  free-hand 
drawing,  physics,  geology  and  mineralogy,  military  tactics,  and  civil  engineering,  with 
two  others  in  the  school  of  mechanic  arts;  and  assistants  in  mechanical  engineering, 
quantitative  analysis  (2),  physics,  general  chemistry  and  qualitative  analysis  (3),  chem- 
istry and  biology,  drawing,  and  applied  mechanics.  There  are  also  four  instructors  and 
assistants  in  the  shops. 

STUDENTS  AND  GEADUATES. 

The  number  of  students  for  1880-' 81  is  given  as  follows: 

Graduate  students —  15 

Regular  students: 

Fourth  year 24 

Third  year 20 

Second  year 33 

First  year 87 

Special  students 138 

In  school  of  mechanic  arts 39 

In  Lowell  School  of  Practical  Design __  49 

Deducting  15  (twice  named)  the  total  is i . 390 

The  number  of  graduates  previous  to  1880  was  244,  whose  occupations  are  approxi- 
mately stated  as  follows:  Civil  engineers,  45;  teachers,  instructors,  &c.,  26;  chemists,  22; 
draughtsmen,  16;  manufacturers,  13;  in  business,  13;  superintendents  of  mills,  &c.,  11; 
mining  engineers,  10;  mechanical  engineers,  8;  deceased,  14;  miscellaneous  employ- 
ments, 51;  not  reported,  12.  There  were  8  graduates  in  1880  and  28  in  1881. 

Tuition  is  charged  as  follows:  The  institute  proper,  $200;  school  of  mechanic  arts, 
§150;  average  expense  per  scholar,  $254.22.  There  are  ten  free  scholarships:  five  in  the 
advanced  or  graduate  course,  three  undergraduate,  and  two  in  the  school  of  mechanic 
arts.  On  the  1st  of  February,  1881,  there  were  35  young  women  in  attendance,  of 
whom  14  were  in  the  scientific  department  and  21  in  the  Lowell  school  of  practical  design. 

THE  COURSE  OF  INSTRUCTION. 

Five  of  the  regular  courses  open  to  students  are  purely  professional  in  character  and 
are  designed  to  train  for  active  careers  therein.  These  courses  are:  1,  civil  and  topo- 
graphical engineering;  2,  mechanical  engineering;  3,  mining  engineering,  or  mining  and 
geology;  4,  building  and  architecture;  5,  chemistry. 

THE  STUDIES  OF  THE  PROFESSIONAL  COURSES. 

The  studies  of  the  first  year  are  common  to  all  the  courses,  and  embrace  the  following 
subjects:  Algebra,  geometry,  plane  and  spherical  trigonometry,  chemistry,  qualitative 
analysis,  laboratory  work,  rhetoric,  English  composition,  English  history  and  literature, 
French,  drawing,  military  drill. 

COURSE  IN  CIVIL  ENGINEERING. 

The  studies  of  this  course  are: 

Second  year. — Surveying,  leveling,  field  practice,  plotting  from  notes,  topography,  an- 
alytic and  descriptive  geometry,  differential  calculus,  physics,  descriptive  astronomy, 
physical  geography,  English  history  and  literature,  German. 

Third  year. — Roads  and  railroads,  engineering  drawing,  integral  calculus,  statics,  gen- 
eral hydraulics,  rivers  and  harbors,  locks,  dams,  and  canals,  field  practice,  strength  of 
materials,  cinematics  and  dynamics,  physics,  lectures  and  laboratory  work,  constitu- 
tional history,  political  economy,  German. 

Fourth  year. — Framed  structures,  water  supply,  sewerage  of  cities  and  towns,  drainage 
and  irrigation,  details  of  construction,  study  of  actual  works,  specifications  and  contracts, 
theory  of  elasticity,  dynamics,  strength  of  materials,  building  materials,  metallurgy, 
history  of  engineering,  thesis  work. 

COURSE  IN  MECHANICAL  ENGINEERING. 

Second  year. — Setting  of  machines,  transmission  and  production  of  power,  cinematics 
of  machines,  machine  drawing,  analytic  and  descriptive  geometry,  differential  calculus. 


14:4  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

physics,  descriptive  astronomy,  physical  geography,  English  history  and  literature,  Ger- 
man, pattern  and  foundry  work  (shop work),  carpentry. 

Third  year. — Combustion  of  fuel,  steam  generators  and  steam  engines,  machine  draw- 
ing, machine  design,  elements  of  thermodynamics,  steam  engineering  laboratory,  inte- 
gral calculus,  general  statics,  strength  of  materials,  blacksmithing  (shopwork),  physics, 
lectures  and  laboratory  work,  constitutional  history,  political  economy,  German,  cine- 
matics and  dynamics,  chipping  and  filing  (shopwork). 

Fourth  year. — Machine  design,  measurement  and  regulation  of  power,  machine  draw- 
ing, thermodynamics  of  steam  and  other  heat  engines,  pumping  engines,  hydraulic  mo- 
tors, machines  and  regulators,  abstracts  from  memoirs,  steam  engineering  laboratory, 
strength  of  materials,  hydraulics,  metallurgy,  theory  of  elasticity,  dynamics,  building 
materials,  blacksmithing  (shopwork),  engine  lathe  work  (shopwork),  thesis  work. 

COUESE  A  IN  MINING  (ENGINEERING). 

Second  year. — Blowpipe  analysis,  crystallography,  and  determinative  mineralogy,  qual- 
itative and  quantitative  chemical  analysis,  lectures  and  laboratory  work,  use  of  survey 
instruments,  surveying,  field  practice,  drawing,  analytic  geometry,  differential  calculus, 
physics,  physical  geography,  English  history  and  literature,  German. 

Third  year. — Quantitative  chemical  analysis,  mining  engineering,  sinking,  timbering, 
hoisting,  pumping,  ventilating,  etc.,  integral  calculus,  general  statics,  strength  of  ma- 
terials, cinematics  and  dynamics,  physics,  lectures  and  laboratory  work,  assaying,  struct- 
ural, chemical  and  historical  geology,  constitutional  history,  political  economy,  Ger- 
man. 

Fourth  year. — Quantitative  chemical  analysis,  mining  labora-cory  (work  upon  gold,  sil- 
ver, copper,  and  lead  ores  in  quantity),  metallurgy  lectures,  ore  dressing  lectures,  drawing, 
strength  of  materials,  building  materials,  dynamics,  welding  and  tempering,  memoirs, 
thesis. 

COURSE  B  IN  MINING   (GEOLOGY  AND  MINING). 

Second  year. — Blowpipe  analysis,  crystallography,  and  determinative  mineralogy,  quan- 
titative chemical  analysis,  use  of  surveying  instruments,  surveying,  field  practice,  draw- 
ing, physical  geography,  zoology,  palaeontology,  botany,  physics,  German. 

Third  year. — Mining  engineering,  sinking,  timbering,  hoisting,  pumping,  ventila- 
tion, etc.,  quantitative  chemical  analysis,  assaying,  industrial  chemistry,  zoology,  pa- 
laeontology, physics  (lectures  and  laboratory  work),  structural,  chemical  and  historical 
geology,  constitutional  history,  political  economy,  German. 

Fourth  year. — Quantitative'chemical  analysis,  mining  laboratory  (work  upon  gold,  sil- 
ver, copper,  and  lead  ores  in  quantity),  metallurgy  lectures,  ore  dressing,  drawing,  ap- 
plied physics,  building  materials,  welding  and  tempering  (shopwork),  memoirs,  thesis 
work. 

COURSE  IN  ARCHITECTURE. 

Second  year. — Greek,  Roman,  and  medieval  architectural  history,  the  orders  and  their 
applications,  drawing,  tracing  and  sketching,  analytic  geometry,  differential  calculus, 
physics,  descriptive  geometry,  descriptive  astronomy,  botany,  physical  geography,  Eng- 
lish history  and  literature,  German. 

Third  year. — Theory  of  decoration;  color,  form  and  proportions;  conventionalization, 
symbolism,  modern  architectural  history,  the  decorative  arts,  stained  glass,  fresco  paint- 
ing, tiles,  terra  cotta,  etc.,  original  designs,  sketching,  specifications,  integral  calculus, 
general  statics,  strength  of  materials,  cinematics  and  dynamics,  bridges  and  roofs  (de- 
scriptive), stereotoniy,  structural  geology,  physics,  lectures  and  laboratory  work,  consti- 
tutional history,  political  economy,  German. 

Fourth  year. — The  history  of  ornament,  the  theory  of  architecture,  style  and  compo- 
sition, drawing,  original  design,  sketching,  specifications,  strength  of  materials,  building 
materials,  stability  of  structures,  flow  of  gases,  carpentry  (shopwork),  thesis  work. 

COURSE  A   IN   CHEMISTRY. 

Second  year.— Qualitative  analysis,  quantitative  analysis  (lectures  and  laboratory 
work),  blowpipe  analysis,  crystallography,  and  determinative  mineralogy,  chemical  phi- 
losophy, analytic  geometry,  differential  calculus,  physics,  English  history  and  literature, 
German. 

Third  year. — Quantitative  a  analysis,  special  methods  and  laboratory  work,  industrial 
chemistry,  lectures,  work  with  the  microscope,  assaying,  physics  (lectures  and  laboratory 
work),  physical  geography,  drawing,  constitutional  history,  political  economy,  German. 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  145 

Fourth  year. — Organic  chemistry,  lectures  and  laboratory  work,  metallurgy,  lectures, 
abstracts  of  memoirs,  applied  physics,  optional  studies. 

Studies  for  the  second  term,  including  thesis  work,  will  be  specially  assigned  to  each 
student. 

COURSES  B  AND  C  IN   CHEMISTRY. 

Second  year. — Qualitative  analysis,  quantitative  analysis  (lectures  and  laboratory- 
work),  blowpipe  analysis,  crystallography,  and  determinative  mineralogy,  chemical  phi- 
losophy, botany,  physical  geography,  physics,  descriptive  astronomy,  English  history 
and  literature,  German. 

Third  year. — Quantitative  analysis  (laboratory  work  and  special  methods),  industrial 
chenrstry  lectures,  biology,  assaying,  physics,  lectures  and  laboratory  work,  structural, 
chemical  and  historical  geology,  drawing,  constitutional  history,  political  economy, 
German. 

Fourth  year. — Course  B:  Organic  chemistry  (lectures),  chemistry  (laboratory  work), 
metallurgy  (laboratory  work),  abstracts  of  memoirs,  applied  physics,  optional  studies. 
Course  C:  Organic  chemistry  (lectures),  chemistry  (laboratory  work),  industrial  chemistry 
(laboratory  work),  metallurgy  (lectures),  abstracts  of  memoirs,  applied  physics,  optional 
studies.  » 

Studies  for  the  second  term,  including  thesis  work,  will  be  specially  assigned  to  each 
student. 

THE  STUDIES  OF  THE  NON-PROFESSIONAL  COURSES. 

The  course  in  metallurgy  is  similar  to  that  in  chemistry,  but  has  more  particular  ref- 
erence to  the  production  and  working  of  the  metals.  The  course  in  natural  history  affords 
an  appropriate  general  training  for  those  whose  ulterior  object  is  the  special  pursuit  of 
geology,  mineralogy,  botany,  zoology,  pharmacy,  or  rural  economy.  It  is  specially  suit- 
able for  those  who  intend  subsequently  to  enter  upon  the  medical  profession. 

The  course  in  physics  is  based  on  the  mathematical  and  physical  sciences,  and  offers  a 
suitable  preparation  for  persons  desirous  of  fitting  themselves  to  teach  physical  science, 
as  well  as  for  those  desiring  to  enter  upon  the  pursuit  of  the  various  practical  applica- 
tions of  physics,  as  making  physical  tests  of  materials. 

In  view  of  the  rapidly  increasing  development  of  the  various  branches  of  electrical  en- 
gineering, and  the  consequent  demand  for  persons  conversant  with  the  theory  and  applica- 
tions of  electricity,  a  course  of  instruction  has  j  ust  been  established  bearing  more  directly 
upon  this  subject  than  any  of  those  which  have  hitherto  been  offered.  It  constitutes  an 
alternative  course  in  physics  differing  from  the  one  previously  existing  chiefly  in  the  con- 
tinued study  of  electricity,  instead  of  a  pursuit  of  other  branches  of  physics,  and  in  the 
introduction  of  a  considerable  amount  of  practice  in  the  laboratory  of  mechanical  engi- 
neering and  the  workshops,  in  place  of  chemical  analysis.  A  knowledge  of  the  theory  of 
electricity  will  be  given  sufficiently  extensive  to  prepare  for  ordinary  electrical  work  and 
advanced  study.  Instruction  in  the  various  methods  of  electrical  testing,  and  special 
instruction  regarding  land  and  submarine  telegraphy,  the  telephone,  electric  lighting, 
the  electrical  transmission  of  power,  and  acoustics  as  involved  in  telephony  will  be  given. 

Certain  general  courses  have  been  established  for  such  as  may  not  intend  to  adopt  a 
distinctly  scientific  profession  and  yet  desire  to  obtain  an  education  through  studies  of  a  pre- 
dominantly scientific  character.  Each  of  these  courses  contains  a  solid  body  of  scientific 
study  and  of  scientific  field  or  laboratory  work.  In  the  first,  physics,  with  the  requisite 
mathematics,  predominates  among  the  scientific  studies;  in  the  second,  chemistry,  with 
the  closely  related  sciences  of  botany  and  physiology;  in  the  third,  geology,  with  bot- 
any and  zoology,  forming  a  thorough  course  in  biology,  with  field  work  and  laboratory 
practice,  especially  with  the  microscope. 

All  the  regular  courses  of  the  institute,  whether  professional  or  general,  extend  through 
four  years,  and  for  proficiency  in  any  one  of  them  the  degree  of  s.  B.,  bachelor  of  science, 
is  conferred. 

Advanced  courses  of  study  may  be  pursued,  and  the  granting  of  the  degree  of  doctor 
of  science  has  been  authorized  by  a  vote  of  the  corporation. 

INDUSTRIAL  INSTRUCTION. 
INSTRUCTION  OF  WOMEN. 

The  Lowell  School  of  Practical  Design,  described  further  on,  though  open  free  to  both 
sexes,  seems  to  be  adapted  more  directly  to  the  female  students,  so  that  a  maj  ority  in  attend- 
ance are  young  women.  They  have  also  become  members  of  various  other  classes,  and 
largely  availed  themselves  of  the  opportunities  for  technical  education.  Special  laboratories 
have  been  provided  for  their  instruction  in  chemical  analysis,  industrial  chemistry,  rnin- 
S.  Ex.  25 10 


146  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

eralogy,  and  biology.  This  instruction  is  arranged  for  those  who  by  reason  of  other  en- 
gagements can  spend  only  a  few  hours  a  week  in  these  exercises  as  well  as  for  such  as 
can  devote  their  whole  time  to  the  work.  Other  instruction  is  given  so  far  as  suitable 
arrangements  can  be  made. 

SCHOOL   OF   MECHANIC  ARTS. 

The  School  of  Mechanic  Arts  is  designed  for  industrial  education  as  distinguished  from 
that  given  professional  engineers  and  chemists.  It  embraces  manual  and  technical  in- 
struction in  the  shop  as  well  as  an  opportunity  to  continue  elementary  literary  and  sci- 
entific studies.  It  is  designed  for  students  who  have  completed  the  ordinary  grammar 
school  course.  Students  continue  their  elementary  literary  and  scientific  studies  while 
receiving  instruction  in  the  use  of  tools  and  machines.  The  plan  of  shop  work  adopted 
is  the  same  as  that  of  the  Imperial  Technical  School  at  Moscow,  Russia.  The  studies  are, 
in  addition  to  shop  work: 

For  the  first  year,  algebra  to  equations  of  the  second  degree,  plane  geometry,  mechani- 
cal drawing,  and  English  composition. 

For  the  second  year,  algebra,  physics,  mechanical  drawing,  and  English  composition. 

The  shop  courses  of  the  school  are  as  follows:  for  the  first  year,  carpentry  and  joinery, 
wood- turning,  pattern-making,  foundery  work;  and  for  the  second  year  iron-forging, 
vise  work,  and  machine  tool  work. 

Two  years  cover  the  full  course.  It  begins  with  simple  lessons  in  carpentry  and  grad- 
ually goes  on  to  more  difficult  exercises  requiring  accuracy  and  judgment.  Beginning 
with  the  chalk-line  and  a  piece  of  rough  board,  the  pupil  proceeds  with  sawing,  planing, 
squaring,  jointing,  mitering,  nailing,  boring,dove-tailing,  mortising, and  framing,  receiving 
intermediate  lessons  in  the  design,  structure,  and  care  of  tools.  *  *  Wood-turning 

and  pattern-making  come  next  to  round  out  his  instruction  in  the  working  of  wood.  The 
use  of  the  pattern  is  illustrated  by  a  series  of  lessons  in  moulding,  core-making,  and  casting. 
In  the  second  year  of  the  course  the  pupils  enter  the  blacksmith's  shop,  where  they  are 
first  taught  how  to  build  and  manage  the  fire;  next  how  to  heat  and  how  to  strike  the  iron; 
then,  consequently,  how  to  bend,  draw  out,  upset,  shape,  weld,  punch,  bore,  and  rivet; 
how  to  heat,  weld,  and  temper  steel,  how  to  case-harden  iron.  The  articles  made  for 
illustration  are  required  to  be  of  the  precise  forms  and  dimensions  given  in  drawings, 
and  made  with  the  fewest  possible  heatings.  The  aim  is  to  teach  the  pupil  to  accom- 
plish what  is  wanted  with  the  fewest  blows  and  the  least  waste  of  material.  In  forty- 
five  lessons  of  three  hours  each  the  pupil  has  practice  in  operations  of  every  kind  that  a 
blacksmith  is  called  upon  to  perform,  and  he  is  enabled  to  do  work  that  would  not  be 
discreditable  to  the  practical  .journeyman.  The  material  used  is  of  inconsiderable  cost, 
and  the  articles  made  are  of  interest  to  the  worker  to  call  to  mind  just  how  the  work 
was  done  in  each  case.  If  he  used  due  diligence  he  is  justly  proud  of  his  work  and  is 
allowed  to  keep  it.  After  a  short  course  in  chipping  and  filing  cast-iron,  wrought-iron, 
and  steel,  the  pupil  finishes  his  course  with  a  series  of  exercises  in  lathe  and  plane  work. 
It  is  desirable  to  extend  the  course  and  include  some  other  branches,  such  as  soldering, 
brazing,  plumbing,  painting,  varnishing,  &c.  To  all  these  arts,  and  many  more,  the 
method  of  instruction  may  be  adapted,  keeping  constantly  in  view  the  main  purposes, 
elementary  instruction,  moderate  expense  for  tools,  and  very  little  expense  in  the  cost 
of  material  consumed. 

FREE  TECHNICAL  INSTRUCTION. 

The  trustee  of  the  Lowell  Institute  has  established,  under  the  supervision  of  the 
Institute  of  Technology,  courses  of  instruction,  generally  in  the  evening,  open  to  students 
of  either  sex  free  of  charge.  These  courses  are  more  or  less  varied  from  year  to  year  by 
the  omission  or  interchange  of  particular  subjects,  but  include  in  their  entire  scope  in- 
struction in  mathematics,  physics,  drawing,  chemistry,  geology,  natural  history,  phys- 
iology, English,  French,  German,  history,  navigation  and  nautical  astronomy,  architect- 
ure, and  engineering.  They  have  also  made  provision  for  a  course  of  free  instruction  in 
practical  design  for  manufactures,  open  to  a  limited  number  of  pupils  of  either  sex. 
Students  are  received  at  the  beginning  of  the  school  year  in  September,  to  whom  is 
taugnt  the  art  of  making  patterns  for  prints,  delaines,  silks,  paper-hangings,  carpets, 
oilcloths,  &c.  The  course  embraces  original  design  or  composition  of  patterns,  sec- 
ondary design  or  variation  of  patterns,  the  making  of  working  drawings,  and  technical 
manipulations.  This  school  is  doing  excellent  work,  and  is  especially  availed  of  by 
young  women.  It  is  under  the  personal  direction  of  Mr.  Charles  Kastner,  formerly  of 
the  Atelier  Le  Bert,  Paris,  and  for  fourteen  years  designer  at  the  Pacific  Mills,  Lawrence, 
Mass.  The  school  is  provided  with  pattern  looms. 

The  Massachusetts  Charitable  Mechanics'  Association  has  founded  two  free  scholar- 
ships in  the  School  of  Mechanic  Arts,  for  sons  of  past  or  present  members  of  the  asso- 
ciation. The  Public  Library  of  Boston  is  placed  at  the  full  use  of  professors  and 
students. 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  147 

APPLIANCES  AND   APPARATUS. 

The  institute  is  amply  provided  for  its  work.  Laboratories,  \vell  fitted  and  fully 
equipped,  are  devoted  to  chemical  studies,  mineralogy,  metallurgy,  and  to  industrial 
chemistry.  In  the  new  buildings  there  is  a  properly  arranged  laboratory  for  the  women 
students,  with  balance  and  reception  rooms.  The  industrial  chemical  laboratory  and 
the  microscopic  and  spectroscopic  laboratory  are  in  the  same  building;  also  the  organic 
chemical  laboratory. 

In  physics  the  institute  is  provided  with  ample  apparatus  and  the  Rogers  Laboratory 
for  advanced  students.  There  are  also  laboratories  of  steam  engineering,  of  mining  and 
metallurgy,  of  biology,  and  the  museum  of  architecture;  also  the  observatory.  The  last 
named  is  used  to  great  advantage  in  connection  with  instruction  in  geodesy  and  is  a  means 
of  studying  practical  astronomy.  The  laboratory  of  steam  engineering  provides  practice 
in  testing,  adjusting,  and  managing  steam  machinery  and  apparatus.  The  appliances  in 
connection  with  mining  and  metallurgy  include  a  five-stamp  battery  complete,  Blake 
crusher,  automatic  machine  jigs,  a  spitzkasten,  also  engine  pulverizer,  a  Root  and  a 
Sturtevaut  blower,  with  blast,  reverberatory,  wasting,  cupeliation,  and  fusion  furnaces, 
and  all  other  necessary  machinery  for  reducing  and  smelting  ores.  There  is  a  large  col- 
lection of  models.  The  architectural  museum  contains  several  thousand  models,  casts, 
photographs,  prints,  and  drawings.  The  museum  of  line  arts,  whose  collection  is  close 
by,  i.3  open  to  students.  The  biological  laboratory  has  a  full  outfit  of  microscopes  and 
accessory  apparatus. 

The  shops  for  handwork,  recently  fitted  up,  are  quite  large  and  well  arranged.  They 
include  a  vise-shop,  forge-shop,  machine,  tool,  or  lathe  shop,  foundery,  rooms  ibr  pattern 
making,  weaving,  and  other  industrial  instruction.  The  vise-shop  contains  four  heavy 
benches,  with  32  vises  attached.  This  gives  a  capacity  for  teaching  128  students  the 
course  every  ten  weeks,  or  G40  students  in  a  year  of  50  weeks.  The  forge-shop  has  eight 
forges.  The  foundry  has  16  moulding  benches,  an  oven  for  core  baking,  and  a  blast 
furnace  of  one-half  ton  capacity.  The  pattern  weaving  room  is  provided  with  five 
looms,  one  of  them  a  twenty-harness  and  four-shuttle  loom,  and  another  an  improved 
Jacquard  pattern  loom. 

SCHOOL  OF  MECHANIC   ARTS. 

The  attention  which  has  been  directed  to  fnanual  training  schools  makes  it  desirable  to 
present  a  further  and  more  extended  account  of  what  is  being  done  in  this  direction  in 
the  Massachusetts  Institute  of  Technology.  The  following  extracts,  taken  from  the  Forty- 
fifth  Annual  Report  of  the  Massachusetts  Board  of  Education,  were  written  by  Prof.  John 
D.  llunkle. 

This  school  was  founded  by  a  vote  of  the  corporation  of  the  institute  dated  August 
17,  1876.  Since  October  1, 1878,  it  has  been  in  charge  of  a  committee  of  the  faculty,  Prof. 
John  M.  Ord way,  chairman,  upon  whom  has  devolved  the  main  direction  of  the  school. 
While  adhering  to  the  spirit  and  method  of  instruction,  the  aim  has  been  to  make  the 
work  in  all  departments  as  practical  as  possible,  by  selecting  useful  forms,  if  equally 
good,  to  teach  the  particular  manipulation.  The  accompanying  pages  of  cuts  showing 
series  of  samples  used  in  the  shops  are  given  as  a  general  illustration,  and  not  as  the 
only,  or  even  necessarily  the  best,  series,  for  teaching  the  manipulations  in  each  case. 
Every  qualified  teacher  will  naturally  design  his  own  course,  and  will  also  modify  it  from 
time  to  time  as  experience  suggests.  There  is  obviously  the  same  freedom  here  as  in  the 
teaching  of  other  subjects. 

The  mechanic  art  courses  are  as  follows:  Inwood:  (1)  carpentry  and  joinery;  (2)  wood- 
turning;  (3)  pattern-making.  In  iron:  (1)  vise-work;  (2)  forging;  (3)  foundry-work; 
(4)  machine-tool  work. 

While  these  shops  are  used  for  the  practical  instruction  of  our  students  in  mechanical 
engineering,  and  for  such  other  professional  students  of  the  institute  as  desire  it,  they 
a,re  most  largely  used  by  students  in  the  school  of  mechanic  arts.  This  school,  in  which 
special  prominence  is  given  to  manual  education,  has  been  established  for  those  who  wish 
to  enter  upon  industrial  pursuits  rather  than  to  become  scientific  engineers.  It  is  de- 
signed to  afford  such  students  as  have  completed  the  ordinary  grammar-school  course 
an  opportunity  to  continue  the  elementary,  scientific,  and  literary  studies,  together  with 
mechanical  and  free-hand  drawing,  while  receiving  theoretical  and  practical  instruction 
in  these  various  arts,  including  the  nature  and  economic  value  of  the  materials  with 
which  they  deal.  Nine  hours  per  week — three  lessons  of  three  hours  each — of  the  stu- 
dents' time  are  devoted  to  shop  work,  and  the  balance  to  drawing  and  other  studies, 
only  one  shop  course,  except  in  the  case  of  special  shop  students,  being  carried  on  at  a 
time. 

It  may  be  well  now  briefly  to  indicate  the  steps  necessary  to  be  taken  in  fitting  up  a 
shop  and  in  working  out  the  course  of  study. 


148  INDUSTRIAL   EDUCATION    IN    THE    UNITED    STATES. 


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INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 


149 


150 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 


The  shop. — 1.  Settle  upon  the  tools  and  appliances  to  be  used  during  the  course.  2. 
Decide  how  many  students  can  be  taught  in  a  section.  3.  Design  the  fitting  up  of  the 
shop,  giving  each  student  the  proper  space  and  facilities,  and  so  arrange  that  each  stu- 


co 


dent  in  each  section  can  lock  up  and  control  his  own  tools  and  instruments,  Avliich  are 
not  to  be  used  in  common. 

The  course  of  study. — 1.  Design  a  series  of  progressive  lessons,  especially  adapted  to  teach 
the  use  of  the  set  of  tools  and  appliances  pertaining  to  each  course.  2.  Let  the  master 
work  each  lesson  or  sample,  that  he  may  settle  clearly  in  his  own  mind  the  best  method  of 
solution,  with  a  statement  of  the  reasons  therefor.  3.  A  system  of  inspection  upon  which 
the  quality  of  the  work  can  be  based  and  each  student  given  his  proper  percentage,  and 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  151 

which  shall  also  be  the  means  of  educating  the  judgment  of  the  student,  that  it  may  keep 
pace  with  his  skill  of  hand  to  execute. 

We  find,  then,  that  in  this  practical  part  of  the  problem  there  are  three  distinct  edu- 
cational steps.  First,  the  best  method  of  solution;  second,  skill  of  hand  to  execute  the 
work;  third,  the  capacity  to  judge  of  the  quality  of  the  work. 

The  theoretical  studies  are  arithmetic,  algebra,  geometry,  English,  physics,  and  draw- 
ing. The  shops  are  arranged  for  teaching  sixteen  in  a  section,  except  that  for  forging, 
which  contains  only  eight  forges,  on  account  of  the  smallness  of  the  room.  The  defi- 
ciency has  been  remedied  as  far  as  possible  by  enlarging  the  foundry  and  using  portable 
forges. 

All  our  shops  are  entirely  to  small  for  the  work  we  are  endeavoring  to  do  in  them,  and 
the  present  temporary  building  must  soon  be  replaced  by  a  larger  and  better  adapted 
one  if  the  purposes  of  the  school  are  ever  fully  realized. 

The  carpentry,  joinery,  wood  turning,  and  pattern  shop. — This  shop  is  50  by  20  feet,  one 
end  containing  the  carpentry  and  joinery  benches  and  the  other  the  wood  turning  lathes 
shown  in  the  cut.  The  lathes  are  placed  four  on  each  side  of  two  benches,  and  under  each 
lathe  are  four  drawers  to  hold  the  tools  of  the  four  sections.  The  carpentry  and  joinery 
benches  at  the  other  end  of  the  room  are  similarly  arranged.  In  the  middle  of  the  room 
the  cut  shows  the  saws  for  cutting  up  the  lumber  to  the  dimensions  needed  in  the  courses 
of  instruction. 

FIG.  4. 


The  first  instruction  in  carpentry  and  joinery  is  the  use  of  the  saw  and  plane  in  work- 
ing wood  to  given  dimensions,  and  then  a  series  of  elements  follow  in  order  (Fig.  3): 
No.  1,  a  square  joint;  2,  a  mitre  joint;  3,  a  dovetail  joint;  4,  a  blind  dovetail;  5,  a  mitre 
dovetail;  6,  a  common  tenon;  7,  a  key  tenon;  8,  a  tusk  tenon;  9,  a  brace  tenon;  10,  a 
pair  of  rafters  with  collar-beam;  11,  a  truss  tenon;  12,  a  drawer;  13,  a  panel.  In  addi- 
tion to  the  above,  each  student  makes  a  small  frame,  to  apply  several  of  the  elements  of 
the  previous  lessons.  A  sample  is  given  in  Fig.  4. 

The  instruction  in  turning  (Fig.  5)  and  circular  section  pattern  making  is  given  in 
the  following  series  of  models:  Nos.  1,  2,  and  3  represent  a  series  of  manipulations  in 
simple  turning;  4,  5,  and  12,  pulleys;  9,  a  globe  valve;  6,  7,  8, 10,  11, 13,  and  14,  patterns 
for  various  forms  of  pipes.  Corresponding  core  patterns  form  part  of  the  course.  Bench 
patterns  and  bench  and  lathe  combined  are  not  included  for  want  of  space. 

The  instruction  in  this  shop  is  given  by  Mr.  George  Smith,  assisted  by  Mr.  Z.  Nason. 

The  foundery. — The  cut  representing  the  foundery  shows  a  part  of  the  sixteen  mould- 
ing benches,  combined  Avith  troughs  for  holding  the  sand,  with  the  cupola  furnace  at  the 
other  end  of  the  room.  Over  the  furnace  is  seen  the  Sturtevant  fan,  which  exhausts  the 
heat  and  dust  from  the  blacksmith's  shop  beyond.  The  furnace  connects  with  a  flue, 
which  passes  out  of  the  shop,  thence  underground,  into  a  chimney  in  the  rear  end  of  the 
main  institute  building.  The  blast  for  the  furnace  is  taken  from  the  pipe  shown  over 
the  door,  in  the  rear  right  hand  corner  of  the  room.  An  average  charge  of  the  furnace 
is  about  500  pounds. 

Foundery  course. — Nos.  1,  2,  3,  4,  and  5  are  pieces  used  in  the  course  of  filing  and 
chipping;  6  and  7,  curved  castings;  8,  a  sheave;  9,  a  pulley;  10,  a  pulley;  11,  an  eccen- 
tric; 12,  a  clutch;  13,  14,  15,  16,  17,  18,  and  21,  parts  of  a  loom;  19  and  20,  cog  wheels; 
22,  a  rack ;  23,  a  shield. 

The  forging  shop. — This  shop  is  fitted  with  eight  forges.  The  Sturtevant  pressure 
blower,  which  furnishes  the  blast  for  the  forges,  is  placed  in  the  engine  room.  The  hoods 
over  the  forges  are  connected  with  a  16-inch  pipe,  which  runs  longitudinally  near  the 
ceiling  of  the  shop  and  enters  a  No.  4  Sturtevant  exhaust  blower  in  the  foundery.  This 
exhaust  blower  removes  all  smoke  and  dust  and  much  of  the  heat.  This  shop  was 
planned  and  fitted  by  Mr.  B.  F.  Sturtevant,  of  Boston,  at  his  own  expense.  The  school 
is  also  indebted  to  him  for  other  valuable  assistance. 


152 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 


153 


154 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 


INDUSTKIAL    EDUCATION    IN    THE    UNITED    STATES.  155 


156  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

Tlie  machine  tool  shop. — This  shop  contains  sixteen  engine  lathes  of  4p  bed,  four  speed 
lathes,  and  a  Brainard  milling  machine.  The  engine  lathes  were  made  for  the  school  by 
the  Putnam  Machine  Company,  of  Fitchburg,  Mass. ,  from  new  designs,  and  furnished  at 
a  greatly  reduced  cost,  and  have  proved  in  all  respects  first  class  tools.  Under  each  lathe 
is  a  chest  of  drawers  to  hold  the  tools  belonging  to  the  student  using  it.  A  bench  under 
the  window  holds  the  requisite  number  of  vises.  The  shop  needs  a  variety  of  additional 
tools,  which  are  not  furnished  for  want  of  room. 

The  chipping,  filing,  and  fitting  shop. — This  shop  contains  benches  with  sixteen  vises 
and  other  needful  appliances,  with  a  planer,  grindstone,  &c. ,  for  which  there  is  no  room 
in  the  machine  tool  shop.  The  instruction  in  forging,  vise  work,  and  machine  tool  work 
is  in  charge  of  Mr.  Thomas  Foley,  a  thorough  and  skillful  mechanic,  who  has  served  his 
seven  years'  apprenticeship,  and  has  had,  besides,  a  long  and  varied  experience  in  his 
profession.  He  has  a  clear  comprehension  of  the  problem  of  mechanic  art  education, 
and  has  during  the  past  five  years  shown  equal  capacity  as  a  teacher.  He  recognizes 
that  the  student  should  acquire  something  besides  simple  manual  training  in  this  depart- 
ment of  education.  A  want  of  method,  a  want  of  appreciation  of  the  ends  to  be  gained 
on  the  part  of  the  teacher,  are  both  fatal  to  the  best  results.  Mr.  A.  \V.  Sanborn,  a 
graduate  of  the  school,  is  Mr.  Foley's  assistant. 

A  report  from  Mr.  Foley  accompanies  Professor  Runkle's  paper.  From  it  the  follow- 
ing statements  are  taken: 

' '  The  system  of  apprenticeship  of  the  present  day,  as  a  general  rule,  amounts  to  very 
little  for  the  apprentice,  considering  the  length  of  time  he  must  devote  to  the  learning  of 
his  trade.  He  is  kept  upon  such  work  as  will  profit  his  employer,  who  thus  protects 
himself.  If  the  apprentice  should  be  thoroughly  taught  all  branches  in  the  shortest 
time,  he  would  be  likely  to  leave  as  soon  as  he  could  do  better,  letting  his  employer 
suffer  the  loss  of  time  devoted  to  his  instruction. 

11  Now,  it  appears  like  throwing  away  two  or  three  years  of  one's  life  to  attain  a  knowl- 
edge of  any  business  that  can  be  acquired  in  the  short  space  of  twelve  or  thirteen  days 
by  a  proper  course  of  instruction.  The  dexterity  that  comes  from  practice  can  be  reached 
as  quickly  after  the  twelve  days'  instruction  as  after  the  two  or  more  years  spent,  as  an 
apprentice,  under  the  adverse  circumstances  spoken  of  above.  The  plan  here  is  to1  give 
to  the  student  the  fundamental  principles  in  such  lessons  as  will  teach  them  most  clearly, 
and  give  practice  enough  in  the  shortest  time  to  acquire  a  knowledge  of  the  different 
kinds  of  tools  and  various  ways  of  using  them.  For  instance,  if  a  man  can  make  a  small 
article  in  iron,  steel,  or  any  other  material  perfectly  by  such  methods,  he  can  make 
it  of  larger  proportions  with  the  additional  time  and  help  required  for  such  an  under- 
dertaking.  The  same  in  degrees  of  heat  required  for  fusing  or  welding  metals:  if  he  can 
do  it  well  in  a  lesser  degree,  he  can  certainly  do  so  in  a  greater,  with  the  additional 
facilities. 

"After  nearly  five  years'  experience  in  the  workshops  in  my  charge,  with  the  valuable 
suggestions  of  the  professors  so  much  interested  in  the  success  of  the  school,  we  find  the 
best  results  in  the  time  allowed  accomplished  by  the  method  now  in  use  in  the  institute 
workshops,  viz,  three  lessons  per  week  of  three  hours  each. 

"The  time  is  just  sufficient  to  create  a  vigorous  interest  without  tiring;  it  also  leaves 
a  more  lasting  impression  than  by  taxing  the  physical  powers  for  a  longer  period.  We 
have  tried  four  hours  a  day,  and  find  that  a  larger  amount  of  work  and  of  better  quality 
can  be  produced  in  the  three-hour  lessons. 

"In  order  to  give  each  student  the  proper  credit  and  to  show  him  the  most  important 
points  in  each  piece,  the  following  method  has  been  adopted  for  inspection.  Take  case 
of  bending,  the  points  to  be  noted  by  the  student  are  rated  as  follows: 

Dimensions 25 

Form 70 

Finish i 5 

100 

"The  most  important  point  in  this  lesson  is  the  form,  the  next  the  dimensions,  and 
the  last  the  finish.  Through  all  the  iron  working  and  other  metals  in  each  shop  the  same 
method  is  earned  out.  Every  piece  is  made  to  certain  dimensions  laid  down  upon  the 
drawing.  The  object  of  working  to  dimensions  is  to  establish  the  necessity  of  correctness 
in  measurement,  and  is  followed  throughout  the  course  as  a  very  essential  point.  The 
most  of  the  exercises  convey  the  idea  of  the  necessity  of  straight  lines  in  drawing  or 
lengthening  iron  and  graceful  curves  in  bending." 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 


157 


158  INDUSTRIAL    EDUCATION'    IN    THE    UNITED    STATES. 

MICHIGAN. 
STATE  AGRICULTURAL  COLLEGE.  . 

The  constitution  of  Michigan,  adopted  in  1850,  directed  the  legislature  to  encourage 
agricultural  improvement  and  to  provide  for  the  establishment  of  an  agricultural  school. 
In  obedience  to  this  direction,  the  legislature  in  1855  authorized  officers  of  the  State 
Agricultural  Society  to  select,  subject  to  the  approval  of  the  State  board  of  education,  a 
site  near  Lansing  for  the  school,  and  to  purchase  for  it  not  less  than  live  hundred,  nor 
more  than  a  thousand,  acres  of  land.  It  appropriated  twenty-two  sections  of  salt 
spring  lands,  or  the  money  arising  from  their  sale,  for  the  purchase  of  land,  erection  of 
buildings,  and  the  payment  of  necessary  expenses.  Few  months  passed  before  a  site  three 
miles  from  Lansing  was  selected  and  the  erection  of  buildings  commenced.  In  May, 
1857,  the  college  went  into  operation.  It  then  had  a  faculty  of  six  and  sixty-one  stu- 
dents. Daring  the  first  3r ears  of  its  existence  the  institution  underwent  severe  trials. 
The  buildings  had  been  poorly  constructed  and  needed  expensive  repairs.  The  price  of 
building  and  furnishing  materials  was  unexpectedly  high.  Efficient  agricultural  in- 
struction could  not  be  afforded.  The  question  whether  the  institution  should  continue 
to  afford  a  general  education  or  be  so  modified  as  to  give  professional  training  alone  was 
earnestly  debated  until  in  1859  the  advocates  of  the  latter  idea  were  victorious.  The 
course  of  instruction  was  cut  down  from  four  years  to  two.  The  professors  resigned  and 
discontent  prevailed. 

In  1861  a  State  board  of  agriculture  was  created  for  the  management  of  the  State  Agri- 
cultural College.  The  board  consists  of  six  appointed  members,  and  the  governor  of 
the  State  and  the  president  of  the  college  members  ex  officio.  The  appointed  members  re- 
ceive their  appointment  from  the  governor  of  the  State  and  are  confirmed  by  the  senate. 
One-half  of  them  must  be  practical  farmers.  Their  term  of  service  is  six  years,  two 
going  out  of  office  every  second  spring. 

The  course  of  study  is  four  years  in  length,  and  embraces  agriculture  in  all  its  de- 
partments, the  sciences  on  which  agriculture  depends,  and  the  elements  of  a  general  edu- 
cation such  as  citizens  of  the  State  ought  to  possess.  Foreign  languages  are  not  taught. 

ENDOWMENT   AND   FUNDS. 

The  endowment  of  the  college  arises  from  the  sale  of  lands  donated  to  the  State  for 
that  purpose  by  the  United  States.  The  total  number  of  acres  of  land  given  to  the  State 
was  235,673.37  acres.  The  number  of  acres  sold  up  to  September  30,  188:2,  was  100,- 
203.50.  The  number  of  acres  remaining  unsold,  and  held  for  sale  at  $5,  was  135,469.87. 

The  fund  from  the  sale  of  these  lands  is  held  by  the  State  as  a  trust  fund  for  the  in- 
stitution, and  the  State  pays  7  per  cent,  interest  on  it,  quarterly,  into  the  treasury  of  the 
college.  The  State  also  collects  7  per  cent,  interest  on  the  amount  due  from  purchasers, 
and  pays  that  also  quarterly  into  the  college  treasury. 

The  legislature  each  biennial  session  makes  such  appropriations  for  buildings,  improve- 
ments, and  current  expenses  as  it  sees  best.  The  appropriations  for  1881  and  1882 
amounted  to  $67,164. 

The  grounds  and  buildings  are  valued  (October  1,  1882)  at  $240,928.  The  inventory 
of  all  the  property,  not  including  lands  for  sale  and  the  endowment  funds,  is  (September 
30,  1882)  $338,471.55,  being  an  increase  in  two  years  of  $64,091.49.  The  annual  current 
expenses  amount  to  $29,000.  The  annual  expense  of  teaching  staff  is  about  $21,000. 

FACULTY. 

The  faculty  as  laid  down  for  1883  is  composed  of  professors  of  mental  philosophy  and 
logic,  chemistry,  zoology  and  entomology,  botany,  horticulture,  mathematics  and  civil 
engineering,  practical  agriculture,  and  English  language  and  literature,  history  and  po- 
litical economy,  a  librarian,  assistants  in  chemistry,  in  mathematics,  in  agricultural  ex- 
periments, and  in  horticultural  experiments,  a  lecturer  in  veterinary,  a  florist,  a  steward, 
the  foreman  of  the  farm  and  of  the  horticultural  department,  an  instructor  in  military 
science  and  tactics,  and  the  secretary  of  the  State  board  of  agriculture.  The  president 
of  the  college  is  professor  of  mental  philosophy  and  logic.  Nearly  all  of  the  professors 
have  charge  of  some  auxiliary  department  of  the  institution.  One  is  farm  superintend- 
ent, another  the  superintendent  of  the  horticultural  department,  another  in  charge  of 
experiments  in  sorghum,  another  of  surveys  and  repairs  in  iron;  others  are  in  charge  of 
museums  and  the  laboratories. 

Additional  work  is  performed  by  the  professors  and  their  coadjutors  in  conducting 
farmers'  institutes,  six  each  winter,  in  different  parts  of  the  State,  at  which  topics  relating 
to  agriculture,  domestic  economy,  and  social  life  are  discussed. 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  159 

STUDENTS  AND  THEIR  EXPENSES. 

The  number  of  students  in  attendance  in  1881-' 82  was  216.  Of  these  2  were  resident 
graduates,  29  seniors,  31  juniors,  56  sophomores,  81  freshmen,  and  17  special  students. 
Less  than  5  per  cent,  of  the  students  were  women. 

Matriculation,  incidental,  laboratory,  and  graduation  fees  are  charged,  but  tuition  is 
free.  The  rent  of  heated  rooms  is  $3.50  a  term  for  each  student.  Board  is  furnished  at 
cost  in  the  college  boarding  hall,  where  all  students  are  required  to  board.  The  average 
price  of  board  for  the  year  1881-'82  was  $3.05  a  week. 

Students  receive  remuneration  for  most  of  their  labor  in  the  quarterly  settlement  of 
accounts  at  a  rate  depending  on  their  ability  and  fidelity,  the  maximum  being  eight 
cents  an  hour. 

GRADUATES. 

The  completion  of  the  full  college  course  entitles  the  student  to  the  degree  of  bachelor 
of  science.  The  number  of  graduates,  up  to  and  including  1881,  was  244,  of  whom  230  are 
living.  One  hundred  and  forty-three  are  engaged  in  pursuits  related  to  industrial  arts. 
Among  these  are  96  farmers,  16  instructors  or  professors  of  agriculture  or  allied  sciences, 
7  engineers,  6  horticulturists,  6  machinists  and  mechanics,  3  fruit  culturists,  2  agricult- 
ural editors,  2  housekeepers,  2  artists,  2  in  United  States  Signal  Service,  and  1  printer. 
Of  the  remainder  24  are  business  men  (mercantile),  24  lawyers  or  students  of  law,  17 
physicians  or  students  of  medicine,  14  teachers  or  general  students,  3  ministers  or  students 
of  theology,  2  editors,  1  a  lecturer,  and  2  not  reported. 

Thus  it  appears  that  about  60  per  cent,  of  the  graduates  are  employed  in  industrial 
labor.  The  interest  taken  by  the  alumni  in  each  other  and  in  their  al  ma  ma cer  is  evidenced 
by  the  fact  that  86  graduates  came  back  to  enjoy  the  reunion  of  August  16,  1882,  though 
many  of  them  resided  in  distant  States. 

INSTRUCTION. 

The  college  year  is  divided  into  three  terms  of  nearly  equal  length.  A  vacation  of 
about  three  months  intervenes  between  the  autumn  term  and  the  spring  term.  This  ar- 
rangement enables  students  to  employ  the  winter  months  in  teaching  and  be  present  at  the 
college  during  the  time  of  the  most  important  farm  labor.  Instruction  is  given  daily,  Satur- 
days and  Sundays  excepted. 

Elementary  chemistry  is  taught  by  lectures  during  the  first  term  of  the  second  year, 
organic  chemistry  during  the  second  term,  each  student  being  employed  daily  in  blow- 
pipe analysis.  The  same  class  studies  analytical  «hemistry  three  hours  a  day  during  the 
third  or  summer  term.  The  juniors  have  lectures  during  the  autumn  in  agricultural 
chemistry;  during  the  spring  term  they  study  chemical  physics;  and  in  the  summer  term 
they  hear  lectures  on  meteorology.  Further  instruction  is  frequently  given,  the  above 
being  a  minimum  amount. 

The  study  of  botany  is  commenced  in  the  summer  term  of  the  freshmen  year  and  con- 
tinued into  the  autumn  term  of  sophomore  year.  It  is  resumed  senior  spring,  two  or  three 
hours  of  laboratory  practice  with  the  compound  microscope  being  had  daily  for  six  weeks. 
A  three  months'  course  of  lectures  on  horticulture  is  given  to  the  juniors,  and  a  half  term 
each  of  landscape  gardening  to  the  juniors  and  seniors.  Practical  instruction  is  given 
the  juniors  in  connection  with  their  three  hours'  daily  labor  in  the  horticultural  depart- 
ment of  the  college  during  the  entire  year. 

Entomology,  zoology,  anatomy,  physiology,  veterinary  science,  and  geology  occupy 
four  terms  in  the  junior  and  senior  years.  Students  have  practice  in  the  management  of 
the  apiary  and  the  opportunity  of  dissecting  and  other  laboratory  work  for  two  hours 
daily  for  one  term,  an  opportunity  of  which  they  generally  avail  themselves. 

In  practical  agriculture  the  subjects  of  drainage  and  breeds  of  cattle  occupy  one  term 
of  the  freshmen  year.  Lectures  are  given  during  one  term  of  senior  year  on  stock  breed- 
ing, and  the  principles  of  general  husbandry  and  of  special  systems  of  husbandry.  Many 
of  the  scientific  principles  of  agriculture  are  taught  by  the  professors  of  chemistry  and 
botany.  Students  receive  practical  instruction  in  agriculture  during  their  hours  of  daily 
labor  throughout  sophomore  year. 

The  students  receive  instruction  in  rhetoric  three  terms  and  in  history  one  term  in 
the  freshman  and  sophomore  years.  Higher  rhetoric  (conviction  and  persuasion)  occu- 
pies a  term  in  the  junior  year,  and  English  literature  another.  Class  readings  in  Shak- 
spere  and  Milton  and  in  masterpieces  of  senatorial  discussion,  in  voluntary  classes, 
under  instruction,  are  of  continual  occurrence.  Instruction  is  given  to  the  seniors  one 
term  in  psychology,  one-half  term  in  moral  philosophy,  one  term  in  logic,  with  special 
attention  to  induction,  one  term  in  political  economy  and  political  philosophy,  and  one- 
half  a  term  in  the  constitution  of  the  United  States. 


160  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

APPLIANCES  AND   APPARATUS. 

The  college  is  located  on  a  farm  of  676  acres,  in  which  are  included  swamp  lands,  past- 
ure lands,  fields  in  rotation  of  crops,  orchards,  vineyards,  an  arboretum,  fruit,  vegetable, 
and  botanical  gardens,  a  wild  garden  of  native  and  foreign  plants  growing  on  rocky  soil, 
and  a  park  of  eighty  acres.  The  farm  has  cattle,  sheep,  and  pigs  of  various  breeds,  and 
buildings  for  the  protection  of  stock  and  the  storage  of  form  produce. 

The  mechanical  department  has  a  carpenter's  shop  and  a  blacksmith's  shop.  There  is 
also  a  museum  of  mechanical  inventions,  illustrating  most  of  the  industrial  arts,  espe- 
cially agriculture,  manufactures,  architecture,  and  engineering.  It  is  intended  to  enlarge 
this  department  greatly  another  year,  and  to  appoint  a  professor  of  practical  mechanics. 

The  botanical  department  has  a  laboratory  containing  the  study  of  the  professor  of 
botany,  a  lecture  room,  a  drying  room,  a  store  room,  the  Cooley  herbarium  of  about 
20,000  plants,  a  museum  of  vegetable  products,  and  about  thirty  compound  micro- 
scopes. A  green-house  of  seven  rooms  contains  a  choice  collection  of  the  best  ornamental 
plants  and  of  those  used  in  the  arts.  The  botanic  garden,  the  arboretum,  beds  of  grasses, 
and  the  labeling  of  trees  and  shrubs  in  the  park  furnish  further  facilities  for  botanical 
study. 

The  chemical  laboratory  has  a  lecture  room  for  150  students,  analytical  rooms  fitted 
with  evaporating  hoods  and  tables  for  68  students,  the  professor's  private  laboratory  and 
study,  and  rooms  for  researches  in  higher  chemistry.  It  contains  the  chemical  appa- 
ratus and  stores,  apparatus  for  illustrating  chemical  physics,  and  a  full  set  of  instruments 
for  meteorological  observations. 

The  zoological  laboratory  contains  a  lecture  room  for  80  students,  rooms  for  anatom- 
ical study  and  histological  work,  and  a  private  study. 

A  general  museum  contains  the  usual  variety  of  collections.  The  library  has  more 
than  6,000  bound  volumes  exclusive  of  duplicates,  and  the  reading  room  is  supplied 
with  100  periodicals. 

A  VISITOR'S  REMARKS. 

The  distinctly  agricultural  character  of  the  college  has  attracted  much  attention,  ex- 
cited many  comments,  and  induced  many  students  and  promoters  of  agricultural  educa- 
tion to  visit  it.  Hon.  W.  H.  Ruffner,  of  Virginia,  did  so,  when  inspecting  institutions 
for  industrial  training,  in  obedience  to  the  request  of  the  board  of  visitors  of  the  Vir- 
ginia Agricultural  and  Mechanical  College.  The  following  paragraphs  make  up  the 
body  of  his  report: 

' '  The  farm  contains  676  acres.  This  includes  the  ample  grounds  about  the  building, 
which  are  used  for  instruction  as  well  as  ornament.  The  barns  are  large,  well  planned, 
and  well  stocked  with  horses,  cattle,  sheep,  and  hogs,  and  are  kept  astonishingly  clean. 
There  are  six  breeds  of  horned  cattle,  four  of  sheep,  and  four  of  hogs.  But  as  hereto- 
fore intimated,  the  plan  now  determined  is  to  breed  only  one  variety  and  buy  samples  of 
others  for  study.  The  short  horns  are  the  favorite .  cattle  everywhere.  I  saw  a  short- 
horn heifer  at  the  college  for  which  $1,000  had  been  paid.  The  Duchess  and  Oxford 
families  are  preferred,  and  yet  the  Rose  of  Sharon  cattle  are  nighty  spoken  of. 

"  Besides  these  appliances  there  are  an  apiary,  a  green-house,  flower  garden,  sample 
grounds  for  trees,  hedge  plants,  herbs,  grasses,  and  clovers;  also  gardens  of  small  fruits 
and  orchards;  also  a  botanical  laboratory  containing  lecture  room,  drying  room,  herba- 
rium, and  museum  of  vegetable  products.  This  is  close  to  the  gardens  and  grounds. 
Besides  these  are  other  laboratories  and  museums  and  a  library  and  reading  room.  The 
buildings  of  this,  as  of  the  colleges  generally,  are  large,  handsome,  and  well  furnished. 
The  discipline  of  the  institution  is  managed  "chiefly  by  the  students  themselves. 

"The  afternoons  of  five  days  in  the  week  are  devoted  to  labor  by  the  entire  body  of 
students,  232  in  number.  Dinner  at  the  college  boarding-house  is  at  .12.  At  12.45  the 
students  report  at  the  tool  rooms  for  orders.  Every  one  who  receives  an  implement  is 
charged  with  it,  and  must  return  it  clean  and  otherwise  in  good  order.  The  body  is  di- 
vided off  into  squads,  each  squad  under  a  leader,  who  may  be  one  of  the  senior  students. 
At  1  o'clock  they  go  to  work,  and  are  kept  busy  until  four. 

"  Driving  into  the  grounds  through  a  self-opening  gate,  I  first  passed  through  a  gang  of 
students  paving  the  gutters.  Next  I  came  to  a  gang  engaged  in  a  very  heavy  and  dis- 
agreeable job  of  ditching  and  under-draining  the  lawn.  Another  party  was  working 
in  the  botanical  garden.  A  large  party  was  husking  corn,  another  cleaning  off  new 
ground,  &c.  Generally  they  were  stout,  cheerful  fellows  who  were  neither  afraid  nor 
ashamed  of  work,  and  who  are  said  to  become  much  interested  in  their  jobs,  and  never 
to  complain  so  long  as  their  bosses  will  lay  hold  and  work  with  them. 

"  As  to  compensation  for  labor,,  the  principle  here  is  the  same  as  elsewhere,  and  is  the 
plan  likely  to  prevail — namely,  to  require  unpaid  labor  when  strictly  under  instruction, 
and  for  the  rest  graduated  pay,  according  to  the  kind  of  work  and  the  skill  and  indus- 
try of  the  worker. ' ' 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 


161 


MINNESOTA. 
THE  STATE  UNIVEESITY. 

The  University  of  Minnesota  is  located  in  Minneapolis,  on  the  east  side  of  the  Mis- 
sissippi River,  about  one  mile  below  the  Falls  of  Saint  Anthony,  on  an  elevated  bluli' 
overlooking  the  thriving  city  and  the  falls.  Its  site  had  been  acquired  as  early  as  1857, 
and  a  building  commenced.  Financial  disturbances  and  the  effects  of  the  war  prevented 
the  opening  of  the  institution,  and  its  practical  organization  was  delayed  until  the  legis- 
lature of  1868  passed  an  act  to  reorganize  the  University  of  Minnesota  and  to  establish 
therein  colleges  of  agriculture  and  of  the  mechanic  arts.  The  act  stated  that  the  object 
of  the  university  "shall  be  to  provide  the  means  of  acquiring  a  thorough  knowledge  of 
the  various  branches  of  literature,  science,  and  the  arts,  and  such  branches  of  learning  as 
are  related  to  agriculture  and  the  mechanic  arts,  including  military  tactics  and  other 
scientific  and  classical  studies. ' '  A  faculty  consisting  of  a  president  and  eight  professors 
was  formed  in  1869,  and  the  first  college  class  organized  in  September  of  that  year.  A 
preparatory  department  had  been  opened  two  years  before.  .  The  same  privileges  are  ex- 
tended to  women  as  to  men. 

ENDOWMENT  AND  FUNDS. 

When,  in  1849,  the  Territory  of  Minnesota  was  created,  two  townships  of  public  lands 
(46,000  acres)  were  set  apart  for  the  endowment  of  a  university.  When  the  Terrritory 
became  a  State  in  1857  two  more  townships  were  added,  and  the  grant  of  1862  (120,000 
acres)  was  retained  for  the  university.  Thus  it  had  212,000  acres  at  its  disposal.  That 
which  has  been  disposed  of  has  sold  at  good  rates.  The  price  obtained  for  the  earlier 
sales  of  agricultural  college  land  was  $5.62  an  acre.  The  regents  of  the  university  have 
no  control  of  the  lands.  They  are  in  charge  of  the  State  land  commissioner,  who  is  also 
State  auditor.  He  is  required  by  the  law  to  manage  them  as  he  does  the  State  school 
lands.  The  annual  income  from  them  is  received  by  the  regents  from  the  State  treasury. 

The  financial  condition  of  the  university  in  1881  was: 

Value  of  grounds,  buildings  and  apparatus $220, 000 

Amount  of  productive  funds 575,000 

Income  from  productive  funds 35,000 

Receipts  from  the  last  year's  State  appropriation 23,  000 


FACULTY. 

The  officers  of  instruction  in  1881-' 82  were  the  president,  who  is  instructor  in  politi- 
cal science,  and  professors  of  mathematics  and  astronomy,  chemistry,  geology,  mineralogy 
and  biology,  English  language  and  literature,  German  language  and  literature,  French 
language  and  literature,  Greek  language  and  literature,  mental  and  moral  philosophy 
and  history,  rhetoric  and  elocution,  public  health,  military  science,  engineering,  and 
theory  and  practice  of  agriculture;  assistant  professors  of  Greek  and  mathematics,  and 
of  Latin,  and  instructors  in  English  and  German,  vocal  music,  practical  horticulture, 
field  work  and  drawing,  and  shopwork,  and  physics. 

Student?  in  1881-'82. 


College  or  department. 

Class. 

Gentle- 
men. 

Ladies. 

Totals. 

f 

Senior  

18 

14 

32 

Science,  literature,  and  arts  

Junior  

8 

7 

15 

( 

Senior       

Mechanic  arts 

J 

Junior 

4 

4 

| 

Special  

14 

14 

Agriculture 

Senior               

1 

1 

Sophomores  

39 

11 

50 

Collegiate  department  

Freshmen  

25 

8 

33 

Special  

24 

9 

33 

Total 

177 

76 

»            253 

There  are  also  9  candidates  for  masters1  degrees,  42  attending  summer  school  of  science, 
51  attending  evening  drawing  school,  and  191  attending  the  farmers'  lecture  course.  The 
grand  total  of  students  is,  therefore,  546. 

The  only  university  charge  is  an  annual  fee  of  $5  required  of  regular  students  for  in- 
cidental expenses. 

S.  Ex.  25 11 


162  INDUSTRIAL   EDUCATION  IN   THE   UNITED    STATES. 

GEADUATES. 

The  degrees  which  have  been  conferred  in  course  up  to  and  including  1882  are  as  fol- 
lows: Master  of  arts,  3;  bachelor  in  arts,  56;  bachelor  in  science,  58;  bachelor  in  litera- 
ture, 34;  bachelor  in  civil  engineering,  8;  bachelor  in  mechanical  engineering,  1;  bachelor 
in  architecture,  1 ;  bachelor  in  agriculture,  1 ;  total,  162.  Nine  persons  have  taken  two 
degrees. 

The  whole  number  of  women  who  have  been  graduated  is  42,  viz:  6  B.  A. ;  14  B.  s. ; 
22  B.  L. 

A  statement  of  the  occupations  of  74  graduates  was  made  in  1882.  Of  that  number 
31  were  teachers,  28  lawyers,  8  farmers,  11  physicians,  10  ministers,  8  manufacturers,  9 
merchants;  and  there  were  in  banking,  2;  journalism,  3;  milling,  2;  mining,  2;  library 
work,  3;  building,  2;  real  estate,  3;  engineering,  4;  2  were  naturalists;  1  an  archi- 
tect; 1  a  government  clerk,  and  1  a  florist.  Seven  ladies  were  married.  Those  who 
leave  before  graduating  return  usually  to  the  employments  they  formerly  pursued,  and 
as  half  the  students  are  farmers'  sons,  many  return  to  a  farmer's  life. 

GENEEAL  PLAN   OF  THE  UNIVEESITY. 

Under  the  organic  law  the  board  of  regents  are  authorized  to  establish  any  desired 
number  of  departments  or  colleges,  the  following,  however,  being  specified: 

A  department  of  elementary  instruction. 

A  department  of  science,  literature,  and  the  arts. 

A  college  of  agriculture. 

A  college  of  mechanic  arts. 

A  college  or  department  of  medicine. 

A  college  or  department  of  law. 

The  colleges  of  law  and  medicine  have  not  yet  been  organized. 

The  relative  position  of  these  colleges  or  departments  is  illustrated  by  the  following 
diagram: 

AGRICULTURE. 

.B.  Agr. 


COLLEGIATE 
DEPARTMENT. 


MECHANIC  ARTS. 

" 


SCI.,  LIT.,      £     AND  ARTS. 


II'.'  I 

O      12,  MEDI     C^     CINE. 


,B.M.      PI 
.B.LL. 


COLLEGIATE  DEPAETMENT. 


The  department  of  elementary  and  collegiate  instruction,  known  for  short  as  the  col- 
legiate department,  is  introductory  to  the  permanent  colleges  of  the  university.  It  includes 
that  part  of  the  preparatory  department  which  is  retained,  and  two  years  of  the  usual 
collegiate  work.  The  following  remarks  on  this  plan  of  organization  appear  in  the  cal- 
endar of  1881-'82 : 

"This  arrangement  of  departments  emphasizes  and  formulates  the  growing  tendency  and 
custom  of  American  colleges  and  universities  to  make  the  close  of  the  second  or  sophomore 
year  a  branching  point  for  the  introduction  of  optional  studies  and  for  certain  professional 
or  technical  courses.  It  presupposes  a  separation  of  the  secondary  and  superior  epochs  of 
education,  and  a  corresponding  assortment  of  studies.  The  high  schools  and  other  fit- 
ting schools  of  the  State  are  thus  invited  to  extend  their  work  substantially  up  to  the 
junior  year.  When  at  length  this  shall  have  been  generally  done,  the  university  will,  as 
provided  by  law,  dispense  with  the  whole  of  the  department  of  elementary  instruction, 
and  will  extend  her  work  on  post  graduate  ground.  Among  the  advantages  claimed  for 
this  general  plan  may  be  named  the  following: 

"  1.  A  faithful  adherence  to  the  letter  and  spirit  of  the  laws,  State  and  national,  which 
have  established  and  endowed  the  university,  and  which  contemplate  it  as  a  federation 
of  literary,  professional,  and  industrial  colleges,  having  each  its  own  organization,  faculty, 
buildings,  and  equipment. 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  163 

"2.  That  while  offering  the  old  college  curriculum  and  discipline  in  their  best  forms 
to  the  literary  and  professional  classes,  the  university  will  provide  for  the  industrial 
classes  that  '  liberal  and  practical  education '  required  by  law  and  public  sentiment. 

' '  3.  The  separation  of  the  natural  epochs  of  secondary  and  superior  education,  and  the 
ultimate  liberation  of  the  university  from  the  elementary  work  of  the  former;  and,  coin- 
ciding with  this  division,  an  advantageous  assortment  of  studies,  methods,  and  discipline 
suitable  to  the  two  periods  respectively. 

"4.  A  close  and  vital  articulation  of  the  university  with  the  public  school  system  of 
the  State;  the  elevation  of  the  high  schools,  by  enlarging  the  recognized  sphere  of  their 
instruction. 

"5.  The  elevation  of  the  professional  schools  by  requiring  of  candidates  for  degrees  a 
good  general  education  as  a  prerequisite  for  admission,  while  not  insisting  upon  the  impos- 
sible condition  that  all  shall  have  gone  over  the  whole  of  the  old  college  course. 

' '  6.  The  elevation  in  particular  of  the  colleges  of  agriculture  and  mechanic  arts  to  equal 
rank  and  standing  with  other  university  courses,  and  the  separation  of  the  studies  and 
exercises  properly  belonging  to  them  from  the  elementary  branches  taught  in  primary 
and  secondary  schools." 

There  are  three  courses  of  study  in  the  collegiate  department,  (1)  classical,  (2)  scientific, 
and  (3)  modern.  The  requisites  of  admission  common  to  all  courses  are  arithmetic, 
elementary  algebra,  plane  geometry,  geography,  history  (United  States  and  general), 
physiology,  and  either  English  grammar  or  Latin  grammar.  The  additional  require- 
ments for  the  classical  course  are  Greek  grammar,  three  books  of  Caesar,  and  two  orations 
of  Cicero;  for  the  scientific  course,  physical  geography,  the  elements  of  astronomy  and 
physics,  and  either  English  history  and  English  composition  and  word  analysis,  or  the 
Latin  for  the  classical  course;  for  the  modern  course,  composition,  word  analysis,  Eng- 
lish history,  and  either  the  scientific  or  the  Latin  subjects  mentioned.' 

All  successful  examinations  on  entrance  studies  in  the  high  schools  under  the  State 
high  school  board  are  accepted  in  lieu  of  entrance  examinations  at  the  university. 

The  work  of  the  classical  course  is  mostly  confined  to  the  ancient  languages,  math- 
ematics, and  the  elements  of  science.  The  modern  course  has  chiefly  to  do  with  modern 
languages  (German  and  French),  mathematics,  sciences,  and  English  or  Latin  studies. 

The  scientific  course  is  distinctly  preparatory  to  the  colleges  of  agriculture  and  me- 
chanic arts.  The  required  studies  of  sub-freshman  year  are,  first  term,  elementary  chem- 
istry, ancient  history;  second  term,  drawing,  algebra;  third  term,  botany,  geometry, 
English  studies.  German  and  Latin  are  optional  studies  throughout  the  year.  Draw- 
ing and  higher  algebra,  physics,  trigonometry,  and  mediaeval  history,  and  general  chem- 
istry, botany,  and  surveying  are  the  required  studies  of  the  three  terms  of  freshman 
year.  The  optional  studies  are  of  the  same  nature  as  those  of  the  previous  year.  In 
sophomore  year  French  is  substituted  for  German  in  the  optional  list;  and  the  required 
studies  are,  first  term,  applied  chemistry  and  physics;  second  term,  descriptive  geometry, 
rhetoric,  and  analytical  chemistry;  third  term,  zoology,  conic  sections,  history  (modern), 
and  analytical  chemistry. 

The  members  of  the  subfreshman  class  and  all  students'  lately  admitted  are  required 
to  attend  courses  of  lectures  as  follows:  (1)  On  the  use  of  the  library,  and  on  their  rela- 
tions, to  the  university,  to  be  delivered  by  the  president,  in  alternate  weeks  during  the 
first  term  of  each  year;  (2)  on  books  and  reading,  by  the  professor  of  English,  in  alter- 
nate weeks  during  the  second  term;  and  (3)  on  health  and  hygiene,  by  the  non-resident 
professor  of  public  health,  in  alternate  weeks  during  the  third  term.  Each  student  must 
have  as  a  general  rule  three  recitations  a  day  (fifteen  a  week),  besides  rhetorical,  mili- 
tary, and  other  exercises. 

COLLEGE  OF  AGBICULTUEE. 

Instruction  in  agriculture  and  the  sciences  relating  thereto  is  imparted  through  the 
following  channels: 

1.  An  elementary  course  to  such  as  may  choose  it  upon  entering  the  university,  which 
affords  special  technical  instruction  from  the  beginning. 

2.  The  regular  undergraduate  course,  which  is  open  to  those  who  have  pursued  the 
elementary  course  or  one  of  the  courses  of  the  collegiate  department. 

3.  Special  courses  of  one,  two,  or  three  terms,  which  may  be  pursued  without  any 
entrance  examinations. 

4.  A  farmers'  lecture  course,  for  admission  to  which  no  fees,  examinations,  or  other 
conditions  are  imposed. 

5.  Labor  of  students  upon  the  farm,  which  though  done  primarily  for  pecuniary  gain 
does  not  fail  to  impart  manual  skill  and  a  knowledge  of  better  methods,  together  with 
some  theoretical  insight. 

6.  The  publication  of  the  results  of  experiments  which  have  been  pursued. 

The  elementary  course  agrees  in  the  main  with  the  scientific  course  of  the  collegiate 
department,  differing  from  it  chiefly  in  the  substitution  of  natural  sciences  and  practical 


164 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 


instruction  for  a  portion  of  the  mathematics  and  languages.  Students  are  admitted  to 
it  on  the  same  conditions  and  are  required  to  engage  in  the  same  general  exercises.  Dur- 
ing their  course  they  have  sufficient  practice  on  the  farm  and  in  the  garden  to  give  them 
skill  in  the  different  operations.  The  prescribed  studies  of  sub-freshman  year  are  algebra, 
mechanical  drawing,  elementary  chemistry,  elementary  botany,  how  crops  feed  and 
grow,  and  English  studies  or  German.  Freshman  year:  Soils  and  manures,  iarm  crops, 
general  chemistry,  physics,  botany,  drawing,  and  English  or  German.  Sophomore  year: 
Horticulture,  practical  agriculture  (farm  animals),  applied  chemistry,  analytical  chemis- 
try, meteorology,  climatology,  zoology,  and  English  or  French. 
The  regular  undergraduate  course  is  as  follows: 


Terras. 

Junior  year. 

Senior  year. 

I 

Composition  and    physiology   of  plants- 
How  Crops  Grow. 
Horticulture 
Mechanical  physics,  or  other  elective. 

Practical  agriculture  —  soils  and  fertilizers. 

Comparative  anatomy  and  physiology. 
Geology,  or  other  elective. 

n 

Agricultural  chemistry. 
Mineralogy  and  chemistry. 
Mineralogy,  or  other  elective. 

Practical  agriculture  —  farm  crops. 
Veterinary  medicine  and  surgery. 
Civil  government,  or  other  elective. 

in 

Atmosphere  and  soils  —  How  Crops  Feed. 
Horticulture. 
Psychology,  or  other  elective. 

Practical  agriculture—  farm  animals. 
Economics  —  "Accounts,  markets,  &c." 
Political  economy,  or  other  elective. 

The  special  courses  in  agriculture  are  arranged  for  three  terms,  each  of  which  may  be 
taken  separately.  They  arc  as  follows: 

First  term. — Agricultural  chemistry,  how  crops  grow;  agriculture,  soils  and  manures; 
horticulture,  fruits. 

Second  term. — Agricultural  chemistry,  how  crops  grow;  agriculture,  farm  animals; 
arboriculture. 

Third  term. — Farm  drainage  and  accounts;  agriculture,  farm  crops;  horticulture,  veg- 
etables. 

The  scope  of  instruction  in  agriculture  can  be  understood  more  clearly  by  presenting 
some  of  the  important  topics  included  under  the  general  headings  given  above. 

In  agricultural  chemistry  a  study  is  made  of  the  elements  of  the  volatile  parts  of  plants, 
as  carbon  and  oxygen;  of  the  organic  compounds  of  plants,  as  water,  starch,  and  sugar; 
of  the  elements  of  the  ash  of  plants  and  their  compounds,  as  potassium,  calcium,  iron, 
sulphates,  and  phosphates;  and  of  the  atmosphere  and  the  soil  as  related  to  vegetation 
and  as  sources  of  food  to  plants.  A  course  in  the  analysis  of  soils,  fertilizers,  grains,  and 
fodders  is  taken. 

In  horticulture  subjects  of  study  are  relations  of  heat,  light,  moisture,  and  food  to  plant 
growth,  and  the  means  of  controlling  their  supply  and  intensity;  plant-houses  and  hot- 
beds; soils  and  manures  and  their  manipulation;  propagation  of  plants;  grafting,,  bud- 
ding, pruning,  and  training;  planting  and  transplanting;  hybridizing,  crossing,  and  select- 
ing; cultivation  of  fruits;  kitchen,  market,  and  landscape  gardening  and  floriculture. 

In  arboriculture  the  reasons  for  planting  forest  trees  are  considered,  as  are  also  the  kind 
of  trees  to  plant,  methods  of  propagating,  care  in  the  nursery,  and  special  culture  of  each 
species. 

Impractical  agriculture  the  topics  are  the  history  of  agriculture;  composition,  classifica- 
tion, properties,  peculiarities,  treatment,  and  adaptations  of  soils;  reclamation  and  im- 
provement of  soils,  including  drainage,  subsoiling,  trenching,  tillage,  &c. ;  road  making 
and  fencing;  manufacture,  preservation,  and  application  of  manures  and  stimulants; 
green  manuring  and  irrigation;  farm  implements  and  machinery;  production,  manage- 
ment, and  sale  of  crops;  the  different  breeds  of  domestic  animals,  their  characteristics  and 
adaptations,  breeding,  rearing,  feeding,  and  management;  selection  and  purchase  of 
farms;  and  the  location,  construction,  and  arrangement  of  farm  buildings. 

The  students  in  agriculture  have  the  benefit  of  the  library  and  apparatus  of  the  uni- 
versity. Of  these  appliances  the  museum  of  agriculture,  the  plant-house,  and  the  farms 
belong  especially  to  the  College  of  Agriculture. 

The  museum  of  agriculture  contains  models  of  agricultural  implements;  seeds  of  garden 
vegetables,  grasses,  grains,  and  noxious  weeds,  in  jars;  grains  and  grasses  in  the  straw; 
drawings  and  lithographs. of  machines;  fruits  in  alcohol;  woods,  from  the  United  States 
Department  of  Agriculture;  and  miscellaneous  objects  and  materials  used  in  agriculture. 

The  plant-house,  covering  an  area  equal  to  34  by  45  feet,  supplies  plants  and  flowers 
for  the  study  of  botany  and  the  apparatus  of  instruction  in  the  propagation  and  care  of 
plants. 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  165 

The  experimental  farm  has  been  divided  up  by  the  extension  of  the  city  and  the  con- 
struction of  a  railroad,  and  consequently  is  unfitted  for  advantageous  use.  A  new  farm  of 
155  acres  has  been  procured,  which  is  said  to  be  one  of  the  finest  pieces  of  land  in  the 
State. 

A  fruit  farm  is  under  the  care  of  the  regents.  Upon  it  experiments  chiefly  in  accli- 
matization are  being  tried. 

The  farmers'  lecture  course  is  specially  designed  to  meet  the  wants  of  farmers  and  oth- 
ers who  desire  practical  and  scientific  information  on  agricultural  subjects,  and  who  cannot 
devote  an  entire  year  to  study.  The  scientific  instruction  includes  agricultural  chem- 
istry, botany,  physiology,  entomology,  geology,  and  mechanics.  It  is  given  by  the  pro- 
fessors who  have  these  departments  in  charge  in  the  university.  The  practical  instruction 
includes  the  improvement  of  soils  by  drainage,  subsoiling,  trenching,  plowing,  rotations, 
manures,  grain  raising,  dairying,  fruit  culture,  forestry,  farm  accounts,  and  rural  archi- 
tecture. This  instruction  is  given  by  the  professor  of  agriculture  and  by  men  who  have 
become  successful  and  noted  in  these  special  departments.  One  hundred  and  ninety-one 
persons,  many  of  them  from  distant  parts  of  the  State,  were  registered  in  the  course  given 
in  February,  1882.  A  large  additional  number  were  in  occasional  attendance.  The  course 
was  opened  by  a  valuable  address  by  Hon.  George  B.  Loring,  United  States  Qpmmissioner 
of  Agriculture. 

THE  COLLEGE  OF  MECHANIC  ARTS. 

The  aim  of  the  instruction  given  in  the  College  of  Mechanic  Arts  is  to  lay  a  broad  and 
solid  foundation  in  mathematics,  mechanics,  and  drawing,  so  that,  with  the  practice  in 
field,  shop,  and  office  work,  students  shall  be  fitted  for  immediate  usefulness  upon  grad- 
uation, and  after  a  moderate  amount  of  subsequent  practice  and  experience  be  capable 
of  taking  charge  of  important  works. 

There  are  five  courses  of  study,  three  regular  and  two  special.  The  regular  courses 
are  in  mechanical  engineering,  civil  engineering,  and  architecture;  the  special,  in  shop 
work  and  drawing,  and  in  mechanical  drawing,  an  evening  course.  Students  are  admit- 
ted to  the  last  two  courses  if  deemed  competent  by  the  professors  giving  instruction. 
Applicants  for  admission  to  the  regular  courses  must  either  have  completed  the  scientific 
course  of  the  collegiate  department  or  be  examined  in  its  studies. 

The  course  in  civil  engineering  is  as  follows: 

Junior  year. — First  term:  (1)  Curves,  leveling,  and  earthwork;  (2)  analytical  geome- 
try; (3)  history  of  civilization  and  comparative  philology  or  other  elective;  (4)  field  work 
and  drawing.  Second  term:  (1)  Mechanics  (statics);  (2)  differential  calculus;  (3)  min- 
eralogy; (4)  drawing  (descriptive  geometry).  Third  term:  (1)  Mechanics  (statics)  and 
strength  of  materials;  (2)  integral  calculus  and  theory  of  equations;  (3)  English  litera- 
ture, or  other  elective;  (4)  topography  and  drawing. 

Senior  year. — First  term:  (1)  Arches,  retaining  walls,  and  hydraulics;  (2)  stereotomy; 
(3)  geology  or  astronomy;  (4)  railroad  work  and  drawing.  Second  term :  (1)  Roofs,  trusses, 
and  lectures  on  motive  power;  (2)  practical  physics  (testing  strength  of  materials) ;  (3) 
civil  government,  or  other  elective;  (4)  drawing.  Third  term:  (1)  Designs  and  specifica- 
tions ;  (2)  practical  astronomy;  (3)  political  economy,  or  other  elective;  (4)  drawing  on 
designs. 

The  course  in  mechanical  engineering  differs  from  that  in  civil  engineering  in  the  fol- 
lowing particulars : 

1.  Shop  work  is  offered  every  term  except  the  last,  and  field  and  railroad  work  is 
omitted. 

2.  In  the  junior  year  elements  of  mechanism  is  substituted  for  curves,  leveling,  and 
earthwork,  and  dynamical  mechanics  for  statical. 

3.  In  senior  year  machinery  takes  the  place  of  arches,  retaining  walls,  and  hydraulics; 
applied  descriptive  geometry,  the  place  of  stereotomy;  and  steam  engine,  the  place  of 
roofs,  trusses,  and  lectures  on  motive  power. 

The  course  in  architecture  coincides  with  that  in  civil  engineering  except  as  follows  : 

1.  The  drawing  throughout  the  course  is  especially  arranged  for  architecural  work. 

2.  In  the  first  term  of  the  junior  year  history  and  orders  of  architecture  are  substituted 
for  curves,  leveling,  and  earthwork. 

3.  In  the  second  term  of  the  senior  year  lectures  on  decoration  and  color  are  substituted 
for  lectures  on  motive  power. 

4.  In  the  third  term  senior  year  the  designs  and  specifications  are  those  of  buildings 
instead  of  bridges,  &c. 

The  course  in  shop  work,  drawing,  &c. ,  is  intended  to  give  a  thorough  drill  in  the  use  of 
tools,  teaching  methods  and  processes  common  to  different  trades,  and  also  a  practical  work- 
ing knowledge  of  drawing  and  such  branches  of  mathematics  as  may  be  studied.  It  is  one 
year  in  length.  Instruction  in  drawing  and  mathematics  is  continued  throughout.  Vise 
work  is  undertaken  in  the  first  term,  forge  work  in  the  second,  and  wood  work  in  the  third. 


166  INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 

This  course  has  been  rendered  possible  by  the  equipment  of  shops  for  the  practical  work 
of  the  course  in  mechanical  engineering.  These  shops  are  three  in  number,  and  each  has 
its  room  in  the  basement  of  the  Agricultural  College  building.  (1)  The  vise  shop  con- 
tains two  benches,  with  double  sets  of  drawers,  so  that  thirty -two  students  can  be  accom- 
modated in  two  reliefs.  It  has  ten  vises  and  the  necessary  tools  for  giving  instruction 
and  practice  in  chipping  and  filing.  (2)  The  forge  shop  is  provided  with  eight  forges  and 
anvils  and  the  tools  required  for  the  manipulations  of  the  blacksmith,  a  six-horse  power 
engine,  and  the  usual  accessories  of  such  a  shop.  (3)  The  wood  shop  contains  benches 
and  vises  sufficient  for  accommodating  thirty-two  students  in  two  sections.  Shops  for 
instruction  in  the  use  of  machine  tools  and  in  foundery  work  will  be  equipped  when  the 
building  for  the  college  of  mechanic  arts  is  completed. 

An  evening  course  in  drawing  is  arranged  for  the  winter  of  1882-'83,  consisting  of  twenty- 
five  lessons.  Those  who  have  received  instruction  in  drawing  are  given  advanced  work. 
Beginners  first  receive  instruction  in  geometrical  and  projection  drawing;  afterward  the 
work  is  varied  as  far  as  possible  to  meet  individual  requirements. 

COLLEGE  OF  SCIENCE,   LITEBATUEE,   AND  AET. 

The  College  of  Science,  Literature,  and  the  Arts  is  intended  to  furnish  higher  courses 
of  liberal  studies,  leading  to  the  customary  academical  degrees.  Accordingly  there  are 
classical,  scientific,  and  modern  courses.  About  one-third  of  the  work  of  each  is  pre- 
scribed, two- thirds  elective.  The  studies  of  the  courses  are  as  follows: 

JUNIOR  YEAR. 

First  term. — Required:  In  the  classical  course:  Greek — Homer;  in  the  scientific  course: 
Physics — mechanics;  in  the  modern  course:  German — Goethe.  Elective:  History  of  civ- 
ilization, comparative  philology,  analytical  chemistry,  analytical  geometry,  zoology. 

Second  term. — Required:  In  the  classical  course:  Latin — comedy;  in  the  scientific  course: 
Mineralogy;  in  the  modern  course:  German — Lessing.  Elective:  Psychology,  differ- 
ential calculus,  analytical  chemistry,  and  theoretical  chemistry. 

Third  term. — Required:  In  all  courses:  English  literature.  Elective:  Logic,  integral 
calculus,  analytical  chemistry,  Latin  (philosophy),  German  (literature). 

SENIOR  YEAR. 

First  term. — Required:  in  all  the  courses:  Geology.  Elective:  History  of  philosophy, 
English  literature  (British  and  American  oratory),  analytical  chemistry,  astronomy, 
French. 

Second  term. — Required:  In  all  the  courses:  Ethics.  Elective:  Civil  government, 
French,  analytical  chemistry,  economic  geology,  sanitary  science,  international  law. 

2Mrdtcrm. — Required:  In  all  the  courses:  Political  economy.  Elective:  Practical  as- 
tronomy, French,  analytical  chemistry,  English  literature,  natural  theology,  anthropology. 

The  instruction  closes  with  the  tenth  week  of  the  term;  the  examination  takes  place 
in  the  eleventh  week. 

DEGEEES. 

The  completion  of  the  classical  course  of  the  College  of  Science,  Literature,  and  the 
Arts  entitles  the  student  to  the  degree  of  bachelor  of  arts;  of  the  scientific  course,  bach- 
elor of  science ;  of  the  modern  course,  bachelor  of  literature.  The  courses  of  the  College  of 
Mechanic  Arts  lead,  respectively,  to  the  degrees  of  bachelor  of  civil  engineering,  bachelor 
of  mechanical  engineering,  and  bachelor  of  architecture;  that  of  the  College  of  Agriculture, 
to  bachelor  of  agriculture. 

The  degrees  of  civil  engineer,  mechanical  engineer,  and  architect  will  be  conferred  upon 
those  who  have  received  bachelor's  degrees  in  those  callings  who  shall,  not  sooner  than 
two  years  after  attaining  a  first  degree,  pass  a  satisfactory  examination  on  (1)  some  special 
professional  subject  and  (2)  any  three  subjects  on  a  prescribed  list,  and  shall  present  a 
design  and  a  thesis. 

On  similar  conditions,  the  furnishing  of  a  design  excepted,  masters'  degrees  in  science, 
literature,  and  arts  are  conferred.  The  examination  of  the  candidate  for  the  degree  of 
master  of  arts  is  upon  two  classical  authors  (Latin  and  Greek)  and  on  three  sub- 
jects chosen  from  a  list.  The  characteristic  subjects  of  examination  are  two  distinct 
branches  of  natural  or  physical  science  for  candidates  for  the  degree  of  master  of  sci- 
ence; two  modern  authors  (German  or  French)  for  the  candidates  for  a  master's  degree 
in  literature.  These  candidates  must  also  undergo  examination  upon  three  other  sub- 
jects chosen  from  a  list,  and  all  must  submit  a  thesis. 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  167 

BUILDINGS  AND  APPLIANCES. 

The  general  plan  of  the  university  buildings  contemplates  a  central  academic  build- 
ing, and  grouped  around  it  additional  structures  for  the  separate  departments  or  colleges. 
The  main  edifice  and  the  agricultural  college  building  have  been  erected,  and  an  appro- 
priation aggregating  $180,000  is  intended  to  supply  a  farm-house,  a  building  for  the  Col- 
lege of  Mechanic  Arts,  a  military  building  (including a  gymnasium),  an  astronomical  ob- 
servatory, a  museum,  and  a  library. 

The  main  or  academic  building  is  built  of  blue  limestone,  is  186  by  90  feet,  and  three 
stories  in  height.  The  rooms.  53  in  number,  as  well  as  the  corridors,  are  heated  by 
steam  and  thoroughly  ventilated.  Water  is  suppiied  from  the  city  mains,  and  is  amply 
available  in  case  of  fire. 

The  agricultural  college  building  is  a  brick  structure  with  a  central  portion  two  stories 
in  height  and  one  story  wings,  in  one  of  which  is  the  chemical  laboratory.  The  other  is  a 
plant  house.  Eooms  in  the  central  building  are  used  for  recitations  in  agriculture  and 
chemistry  and  for  the  museums  of  technology  and  agriculture. 

The  chemical  laboratory  occupies  five  rooms,  as  follows:  (1)  A  large  room  for  students' 
work,  fitted  up  for  64  persons  working  in  two  sections;  (2)  a  smaller  quantitative  labo- 
ratory; (3)  an  apparatus  room ;  (4)  the  professor's  private  laboratory;  (5)  a  room  in  the 
basement  fitted  up  for  assay  and  furnace  work. 

The  physical  laboratory  is  so  arranged  and  furnished  that  students  desiring  to  make  a 
specialty  of  physics  can  have  an  opportunity  to  use  the  apparatus  and  perform  their  own 
experiments.  One  of  the  rooms  has  been  set  apart  for  a  lathe  and  work  bench. 

The  mineralogical  laboratory  is  furnished  with  three  double  tables,  accommodating 
eighteen  students.  Each  table  is  provided  with  all  the  apparatus  and  reagents  necessary 
for  a  complete  series  of  blow  pipe  tests  and  for  all  the  qualitative  chemical  work  done  in 
the  determination  of  rocks  and  minerals.  The  room  is  also  used  for  the  practical  work 
in  zoology  and  botany. 

Three  of  the  museums  of  the  university  have  not  been  described.  They  are  the  general 
museum,  the  classical  museum,  and  the  museum  of  technology.  The  general  museum 
contains  the  collections  of  the  geological  and  natural  history  survey  of  the  State,  sets  of 
collections  of  the  United  States  Fish  Commission,  and  a  large  display  of  zoological  speci- 
mens. The  classical  museum  is  to  be  composed  of  material  illustrative  of  classical  geo- 
graphy and  history,  coins  and  medals,  ancient  books  and  manuscripts,  specimens  of  in- 
scriptions, implements  of  writing,  and  similar  objects  of  interest.  The  museum  of  tech- 
nology will  be  composed,  among  other  things,  of  fuels,  ores,  furnace  products,  textile 
materials,  earthenware,  and  the  processes  and  products  of  applied  chemistry. 

The  library  now  contains  about  15,000  volumes,  and  is  open  eight  hours  a  day,  Sun- 
days and  holidays  excepted. 

GEOLOGICAL  AND  NATTJBAL  HISTORY  SURVEY. 

Among  the  kinds  of  work  carried  on  under  the  supervision  of  the  university  which 
are  indirectly  educational  are  the  geological  and  natural  history  survey  of  the  State  and 
the  trial  of  agricultural  experiments.  The  survey  was  commenced  in  1872,  but  has  been 
confined  principally  to  geological  work.  The  collection  of  botanical  specimens  has  re- 
cently been  ordered,  with  a  view  to  the  creation  of  a  full  herbarium  of  the  flora  of  the 
State.  Systematic  observations  and  reports  on  the  birds  of  the  State  have  also  been  com- 
menced. A  recent  calendar  says: 

' '  The  law  creating  this  survey  is  comprehensive.  It  embraces  not  only  a  strictly  geo- 
logical survey,  including  a  complete  account  of  the  rocks  and  minerals  of  the  State  and 
their  chemical  analysis,  but  also  a  natural  history  survey,  comprising  an  examination  of 
all  species  of  trees,  shrubs,  herbs,  grasses  (native  or  naturalized),  and  a  complete  account 
of  the  animal  kingdom,  as  represented  in  the  State,  including  all  mammalia,  fishes,  rep- 
tiles, birds,  and  insects.  It  also  orders  the  tabulation  of  meteorological  statistics  and  an 
investigation  of  the  climatic  peculiarities  of  Minnesota.  It  orders  the  collection  of  topo- 
graphical and  hypsometrical  data,  and  the  compilation  of  an  accurate  map  which,  with 
the  approval  of  the  governor,  is  to  be  the  official  map  of  the  State.  The  law  also  re- 
quires an  exhibition  made  during  the  progress  of  the  survey,  in  the  building  of  the  uni- 
versity, for  public  inspection  free  of  cost,  in  well  warmed  and  furnished  rooms.  The 
regents  make  annual  reports  of  progress,  and  on  the  completion  of  any  portion  of  the 
work  a  final  report  thereof  is  made  to  the  governor." 

FARM  EXPERIMENTS. 

The  experimental  work  of  the  university  has  been  extensive,  important,  and  practical. 
Alnios  t  all  varieties  of  garden  vegetables  have  been  tested  for  determining  their  compar- 


168  INDUSTRIAL   EDUCATION  IN   THE   UNITED   STATES. 

ative  value  and  their  characteristics.  Varieties  of  corn  have  been  tried  with  reference  to 
time  of  ripening  and  productiveness.  Wheat,  rye.  oats,  and  barley  have  been  subjects 
of  experiment.  Fertilizers,  methods  of  culture,  fruit  trees,  ornamental  and  forest  trees, 
the  working  value  of  implements  and  machines,  and  the  germination  of  seeds  are  also 
among  the  matters  of  experiment.  The  results  of  experiments  are  often  exhibited  at 
fairs,  and  seeds  produced  are  kept  for  sale  at  low  prices,  so  that  a  wide  distribution  and 
a  careful  trial  of  them  are  secured. 

SUMMER  SCHOOL  OF  SCIENCE. 

Courses  of  instruction  in  botany,  chemistry,  and  geology  were  given  during  July,  1881 
and  1882.  They  were  designed  to  afford  teachers  and  all  others  interested  in  the  prac- 
tical study  of  science  an  opportunity  to  become  acquainted  with  the  methods  of  original 
investigation  and  of  teaching  from  actual  specimens. 

The  course  in  botany  was  substantially  as  follows:  (1)  the  general  histology  of  plants, 
five  days;  (2)  the  structure  of  cryptogams,  seven  days;  (3)  the  structure  of  phanero- 
gams, six  days;  (4)  the  special  physiology  of  the  higher  plants,  several  days.  The 
course  consisted  to  a  great  extent  of  laboratory  work,  preceded  each  afternoon  by  a  lecture. 

The  lectures  in  chemistry  comprised  a  presentation  of  the  main  points  in  the  modern 
theories  of  the  science  and  a  review  of  its  practical  applications. 

The  course  in  geology  included  (1)  a  statement  of  some  recent  theories  in  dynamic 
geology,  (2)  an  outline  of  historical  geology,  and  (3)  lectures  on  the  geology  of  Minnesota. 

Museums,  laboratories,  and  the  conservatory  were  in  constant  use.  A  laboratory  fee  of 
$1  a  week  was  charged;  the  lectures  were  free. 

The  summer  school  of  1882  was  extended  in  its  scope  to  embrace  rhetoric  and  elocu- 
tion, English  literature,  and  the  German  language. 

Over  two  hundred  persons,  chiefly  teachers,  attended.  The  instruction  was  given  by 
professors  of  the  university,  without  extra  compensation. 


MISSISSIPPI. 
THE  AGRICULTURAL  AND  MECHANICAL  COLLEGE. 

The  Agricultural  and  Mechanical  College  of  Mississippi  is  located  near  Starkville,  in 
Oktibbeha  Count}^.  It  was  opened  October  6, 1880,  receiving  national  aid  formerly  given 
to  the  State  University  for  the  endowment  of  an  industrial  college  as  one  of  its  depart- 
ments. The  objects  and  character  of  the  institution  are  presented  in  the  first  annual 
catalogue  as  follows: 

' '  The  legislature  of  Mississippi,  in  accepting  the  endowment  or  trust  fund  from  the 
general  government,  prescribed  in  the  powers  given  to  the  board  of  trustees  "'  the  estab- 
lishment and  maintenance  of  a  first  class  institution  at  which  the  youth  of  the  State  may 
acquire  a  common  school  education  and  a  scientific  and  practical  knowledge  of  agricult- 
ure, horticulture,  and  the  mechanic  arts,  also  the  proper  growth  and  care  of  stock,  with- 
out, however,  excluding  other  scientific  and  classical  studies,  including  military  tactics. 
They  shall  regulate  the  course  of  study,  rates  of  tuition,  management  of  experimental 
farm,  manner  of  performing  labor,  and  the  kind  of  labor  to  be  performed  by  students. 
These  two  acts  of  the  general  and  State  governments  plainly  define  the  objects  of  the 
college.  The  ' leading  object7  must  be  to  benefit  ' agriculture  and  the  mechanic  arts. ' 
Should  other  studies  be  taught  than  those  relating  to  these  interests  they  should  be  con- 
sidered secondary  and  rather  as  instruments  to  more  readily  comprehend  the  sciences 
which  underlie  agriculture  and  the  mechanic  arts. 

"The  complexion  of  the  college  must  be  such  as  to  familiarize  students  with  the  lead- 
ing objects  as  set  forth  in  the  acts:  to  educate  and  direct  their  minds  and  tastes  to  agri- 
culture, horticulture,  care  and  growth  of  stock,  management  of  farms,  manner  of  per- 
forming labor,  and  the  mechanic  arts.  The  college  is  not  to  be,  in  the  strictest  sense, 
either  literary,  classical,  or  military,  but  rather  a  college  intended  for  special  technical 
training  in  agriculture  and  the  mechanic  arts. 

"This  necessitates  that  special  stress  should  be  laid  on  the  sciences,  such  as  chemistry, 
botany,  geology,  zoology,  entomology,  physiology,  mechanics,  mathematics,  physics,  &c., 
which  underlie  agriculture,  as  this  is  the  predominant  interest  of  Mississippi.  To  under- 
stand properly  these  sciences,  a  very  liberal  culture,  especially  in  English,  is  requisite.  The 
foundation  of  this  liberal  culture  must  be  proportionally  as  systematic  and  thorough  as 
that  required  to  comprehend  what  are  sometimes  called  the  learned  professions.  The 
varied  conditions  contributing  to  an  intelligent  understanding  of  agriculture  as  a  science 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  169 

and  an  art  comprehend  an  education  as  broad  and  liberal  as  tbat  needed  in  mastering 
any  profession.  The  education  must  necessarily,  however,  differ  in  kind.  Students 
whose  education  is  intended  to  promote  the  interests  designated  in  the  acts  must  omit 
some  studies  taught  in  other  colleges  looking  to  general  or  special  trainings.  The  educa- 
tion, too,  is  to  be  practical  and  industrial ;  students  must  be  familiar  not  only  with  farms 
and  labor,  but  must  also  labor  themselves,  and  this  labor  is  a  part  of  their  education.  It 
is  educational  in  so  far  as  it  is  in  illustration  of  studies  taught  in  the  lecture  or  recita- 
tion room. ' ' 

FINANCIAL  CONDITION. 

The  status  of  the  agricultural  land  scrip  fund  donated  by  the  United  States  Govern- 
ment is  as  follows:  The  scrip  represented  207,920  acres  of  public  land,  which  was  sold 
for  about  ninety  cents  per  acre,  realizing  in  currency  $188,928.  This  amount,  by  judi- 
cious management,  has  been  increased  to  $227,150,  which  is  now  in  the  State  treasury, 
represented  by  twenty  year  bonds  running  from  1876  to  1896,  bearing  five  per  cent,  in- 
terest per  annum.  This  fund,  by  the  terms  of  the  act  of  the  State  legislature  of  Febru- 
ary 28,  1878,  is  equally  divided  between  Alcorn  University  and  the  Agricultural  and 
Mechanical  College,  giving  to  the  college  $113,575,  or  an  annual  interest  of  $5,678.75. 

With  the  means  furnished  by  the  legislature  in  their  first  appropriation  for  the  year  s 
1880  and  1881  ($85,000),  they  finished  the  college  building,  erected  a  dormitory  for  200 
students,  a  president's  house,  together  with  temporary  barns  and  stables  for  stock. 

They  have  bought  and  partially  equipped  a  farm  of  840  acres  and  paid  the  expenses  of 
conducting  the  college  for  one  and  one-half  years,  including  pay  of  the  faculty  and  the 
partial  equipment  of  the  academic  and  scientific  departments. 

The  recent  legislature  (18S2-'83)  has  made  a  most  liberal  appropriation  ($120,000)  to 
put  the  college  on  a  permanent  basis. 

The  board  of  trustees  now  have  the  means  and  are  proceeding  to  erect  all  needed  build- 
ings, such  as  additional  dormitory  room,  a  hospital,  professors'  houses,  bams,  stables, 
&c.*  Books  for  library  are  provided,  as  also  the  means  to  thoroughly  equip  the  scientific, 
agricultural,  and  horticultural  departments,  to  exemplify  varied  and  diversified  agricult- 
ure to  the  best  advantage.  The  legislature  has  also  given  permission  to  remove  from  the 
State  capitol  to  the  college  the  splendid  cabinet  of  minerals  and  soils  illustrating  the 
different  sections  of  the  State. 

The  legislature  of  the  State  has  indicated  its  intention,  by  its  acts,  of  supplementing 
liberally  the  means  furnished  by  the  general  government  and  to  make  the  college  a  first- 
class  institution. 

FACULTY  AND  OFFICERS. 

The  collegiate  faculty  as  now  constituted  consists  of  a  president,  who  is  the  executive 
officer  of  the  board  of  trustees,  professors  of  English  language  and  literature,  biology, 
scientific  and  practical  agriculture,  scientific  and  practical  horticulture,  chemistry  and 
physics,  mathematics  and  civil  engineering,  military  science  and  tactics,  and  a  tutor  of 
English  and  mathematics. 

This  faculty  intends  to  give  a  practical  and  scientific  knowledge  of  agriculture  and  the 
mechanic  arts. 

The  board  of  trustees  provided  also  for  a  preparatory  department,  which  will  afford 
the  youth  of  the  State  the  means  of  acquiring  a  thorough  elementary  education.  The 
faculty  of  this  department  consists  of  a  professor  in  charge  and  two  assistants. 

Other  persons  included  in  the  faculty  and  officers  are  the  secretary  and  treasurer  of 
the  board  of  trustees  and  college,  writing  instructor,  a  steward  and  foreman  of  the  farm. 

STUDENTS  AND  COLLEGE  EXPENSES. 

Students  in  attendance  the  first  year  numbered  354;  during  the  second  year,  304. 
The  session  of  1882-' 83  opened  with  nine  students  in  the  senior  class,  twenty  in  the 
junior,  forty  in  the  sophomore,  eighty  in  the  freshman,  and  eighty  in  the  preparatory 
department,  a  larger  number  than  at  the  opening  in  either  of  the  previous  years.  Only 
those  who  have  older  brothers  are  admitted  under  fifteen  years  of  age. 

Before  admission  all  applicants  must  submit  to  an  examination.  If  for  the  freshman 
class,  they  must  be  thorough  in  arithmetic,  geography,  grammar,  reading,  spelling,  and 
writing. 

Students  will  be  admitted  into  the  freshman  class  or  any  more  advanced  class  at  any 
time,  provided  they  can  stand  an  examination  in  all  the  previous  studies  of  the  course. 

*  All  of  the  new  buildings  are  about  completed,  viz :  8  professors'  houses,  2  large  cattle  barns,  a  mess- 
hall  to  accommodate  300  students,  engine-house,  sorghum  mills  and  evaporators,  sub-earth  ventilat- 
ing dairy  (in  process  of  construction),  and  a  hospital  building.  A  new  laboratory  for  chemistry  is 
going  up,  to  cost  $9,000. 


170  INDUSTRIAL   EDUCATION   IN   THE    UNITED   STATES. 

No  one  will  be  admitted  into  the  preparatory  department  unless  he  is  able  to  read  ordi- 
nary prose  readily,  to  spell  words  of  common  use,  to  write  simple  English  sentences,  and 
to  read  and  write  numbers  with  facility;  he  must  also  be  thoroughly  acquainted  with 
the  four  fundamental  rules  of  arithmetic. 

A  matriculation  fee  of  $5  is  required.  Tuition  is  free  to  residents  of  Mississippi. 
Owing  to  large  numbers  of  applicants  no  students,  at  present,  are  received  from  other 
States. 

The  average  cost  of  board  is  $9  per  month.  The  college  has  accommodation  for  board- 
ing 250  students. 

The  students  wear  a  neat  and  serviceable  uniform  of  cadet  gray.  The  annual  expense 
of  students  (not  including  clothing  and  traveling  expenses)  is  from  $80  to  $125. 

Students  are  required  to  work  on  the  farm,  in  the  horticultural  department,  or  under 
the  master  mechanic  for  three  hours  for  five  days  in  the  week,  and  are  paid  8  cents  an 
hour  for  the  \vork  faithfully  performed.  They  are  marked  in  their  work  as  in  their 
recitations,  half  work  only  gives  4  cents  an  hour.  Work  on  Saturday  is  not  compulsory 
as  during  the  week,  but  at  the  pleasure  of  the  students.  Some  twenty-five  students  dur- 
ing the  session  of  1880-'81,  by  means  of  their  work,  paid  all  their  expenses  with  less  than 
fiity  dollars  from  outside  resources. 

INSTRUCTION. 

There  is  a  single  course  of  study  extending  over  two  years  preparatory  and  four  years 
collegiate.  Only  common  English  studies  are  required  in  the  preparatory  department. 
The  collegiate  course  is  as  follows: 

Freshman  class. — Algebra,  geometry,  outlines  of  history,  English  language,  natural 
philosophy,  botany,  agriculture  (lectures),  book-keeping,  and  writing. 

Sophomore  class. — Geometry,  trigonometry,  surveying,  English  language,  rhetoric,  ele- 
mentary chemistry  (lectures),  blow-pipe  and  wet  analysis,  organic  chemistry  (lectures), 
and  agriculture  (lectures). 

Junior  class. — English  language  and  literature,  mechanics,  mechanical  drawing,  anat- 
omy and  veterinary  science,  agricultural  chemistry,  chemical  physics,  physiology,  physi- 
cal geography,  horticulture,  and  free-hand  drawing. 

Senior  class. — Astronomy,  civil  engineering,  English  literature,  meteorology  (lectures), 
agriculture  (lectures),  entomology  (lectures),  political  economy,  Constitution  of  the 
United  States,  botany  with  microscope,  moral  philosophy,  and  zoology. 

Preparatory  department  course  of  study. 

First  year. — Arithmetic  (mental  and  practical),  elementary  grammar,  composition, 
spelling,  reading,  writing,  and  declamation. 

Second  year. — Arithmetic  reviewed,  English  grammar  and  composition,  geography, 
writing  and  declamation,  algebra,  analysis,  and  United  States  history. 

The  energies  of  the  college  are  at  present  centered  in  agricultural  education,  as  shops 
and  conveniences  for  instruction  in  mechanics  are  not  yet  supplied.  This  deficiency  is 
made  up  by  the  employment  of  a  first  class  master  mechanic,  who  has  charge  of  the 
students  inclined  in  this  direction,  and  they  are  engaged  in  building,  repairing,  and  shop 
work  done  on  the  premises. 

In  the  industrial  department  the  farm  and  horticultural  departments  are  separated, 
and  each  is  in  charge  of  a  professor.  The  professor  of  horticulture  is  now  establishing 
a  large  commercial  nursery  for  supplying  fruit  trees  to  the  people  of  the  State.  He  has 
also  a  large  garden  of  20  acres,  which  supplies  vegetables  for  the  students.  The  mess 
hall  of  over  200  students  is  a  market  for  sale  of  supplies  from  the  farm  and  horticultural 
department. 

The  principal  topics  of  instruction  in  agriculture  are  the  following: 

Freshman  class,  second  term. 

Instruction  is  given  by  lectures,  embracing  the  history,  characteristics,  breeding,  and 
care  of  the  most  valuable  breeds  of  cattle,  horses,  sheep,  and  swine;  dairying;  the  feeding 
and  care  of  the  cow;  manipulation  of  the  milk  in  shipping  or  making  into  butter  and 
cheese.  To  illustrate  the  course  of  lectures  the  college  is  breeding  pure  and  grade  Jer- 
seys, Holsteins,  Galloway,  and  short-horn  cattle,  Merino  sheep  and  Berkshire  swine. 
Other  breeds  will  be  added;  also  a  dairy  herd  of  50  cows.  During  the  present  year  a 
model  dairy  house,  with  all  the  appliances  for  making  butter  and  cheese,  will  be  erected 
and  put  in  operation. 

Sophomore  class,  third  term. 

Lectures  on  the  principles  of  drainage,  effect  of  an  excess  of  water  in  the  soil  on  the 
cultivation  and  growing  of  crops,  contamination  of  well  and  cistern  water,  surface  and 


INDUSTRIAL    EDUCATION   IN   THE    UNITED   STATES.  171 

subsoil  drainage,  laying  tile  and  sewers,  side-hill  ditching,  controlling  streams,  and  pre- 
venting soil  from  washing. 

Principles  and  mechanical  construction  of  farm  implements  and  machinery,  draught, 
care  of  and  repairs,  with  practical  instruction  in  the  Held  in  the  use  of  the  plow,  culti- 
vator, mower,  reaper,  &c. ;  also  the  care  of  the  steam  engine,  corn  mill,  evaporator, 
threshing  machine,  feed  mill  and  fodder  cutter. 

The  college  now  owns  and  is  using  a  complete  set  of  farm  machinery  and  implements, 
procured  from  the  leading  manufacturers  of  the  country. 

Senior  class,  second  term. 

Lectures  on  farm  economy  and  management,  stock  feeding,  value  of  different  kinds  of 
food  and  manures,  management  and  application  of  manures  and  fertilizers,  composting, 
green  manuring,  adaptations  of  soils  to  crops,  special  crops,  rotation  of  crops,  different 
methods  of  cultivation,  planning  and  erecting  farm  buildings.  The  course  of  lectures  is 
based  on  the  standard  agricultural  literature  of  the  day  and  practical  experience  gained 
in  farming.  The  instruction,  while  embracing  the  theories  and  sciences  relating  to  agri- 
culture, is  practical  and  will  be  illustrated  by  the  work  of  the  farm  as  far  as  possible. 
As  a  means  of  illustration  the  college  has  a  farm  of  nearly  one  thousand  acres,  embracing 
a  great  variety  of  undulating  land,  both  fertile  and  exhausted,  with  commodious  barns 
and  out-buildings,  planned  with  especial  reference  to  exhibit  special  and  mixed  husbandry 
on  a  sufficiently  large  scale  to  enable  the  student  to  become  conversant  with  all  the  de- 
tails of  the  business.  The  crops  grown  include  the  different  grains,  grasses  and  forage 
crops,  corn,  cotton,  sugar  cane,  sorghum,  &c. ,  besides  experimental  plats  of  all  the  plants 
that  can  be  obtained  that  promise  to  be  of  value  for  any  purpose.  At  present  the  college 
owns  over  two  hundred  and  fifty  head  of  pure  bred,  grade,  and  native  cattle. 

The  growing  of  food  crops  and  their  preparation  for  feeding  in  an  economical  manner 
by  cutting,  grinding,  and  cooking,  and  the  feeding  of  cotton  seed  and  its  products,  and 
the  making  of  barn  yard  manure  is  one  of  the  special  features  of  the  farm  department. 

The  breeding  and  rearing  of  the  several  most  noted  breeds  of  stock,  both  for  milk  and 
meat,  and  experiments  in  comparative  tests  in  feeding,  will  acquaint  the  student  with  the 
desirable  qualities  of  the  several  breeds  for  various  purposes.  Nearly  all  the  work  of  the 
farm,  except  driving  the  teams,  is  performed  by  students. 

At  the  close  of  the  course  in  agriculture,  questions  pertaining  to  the  details  of  the  en- 
tire work  of  the  farm  department  will  constitute  a  part  of  the  regular  required  examina- 
tion. 

MILITARY    DEPARTMENT. 

Few  agricultural  colleges  give  as  much  prominence  to  military  regulations  and  instruc- 
tion as  does  the  Agricultural  and  Mechanical  College  of  Mississippi. 

Drills  are  compulsory  on  all  who  are  not  specially  excused  by  the  surgeon,  day  scholars 
equally  with  others.  Companies  are  drilled  by  student  officers,  under  the  supervision  of 
the  commandant.  Battalion  drills  take  place  similarly.  Artillery  drill  is  by  classes. 
A  new  guard  is  mounted  every  morning,  and  there  is  a  parade  every  day  about  sundown. 
In  the  evening,  during  study  hours,  sentinels  are  posted  along  the  halls  of  the  dormitory 
to  maintain  order.  At  the  change  of  reliefs,  each  sentinel  inspects  the  rooms  on  his  post 
to  see  that  no  one  is  visiting,  sleeping,  or  absent  without  authority. 

Members  of  the  guard  are  not  excused  from  study  or  recitation  because  of  having  been 
on  duty.  Just  before  10  o'clock  sentinels  are  relieved  and  all  retire,  except  officers,  who 
inspect  at  that  hour.  Early  in  the  morning  all  students  are  wakened  and  immediately 
attend  roll  call. 

Half  an  hour  later  their  rooms  must  be  ready  for  inspection.  Then  study  is  required 
until  7  o'clock,  the  breakfast  hour.  In  like  manner  a  ceaseless  watch  is  kept  over  stu- 
dents; and  their  delinquencies  subject  them  to  mild  but  certain  punishments. 

The  professor  of  military  science  and  tactics  delivers  a  three  months'  course  of  lectures 
to  the  senior  class  on  subjects  pertinent  to  his  department. 


ALCORN  AGRICULTURAL  AND  MECHANICAL  COLLEGE. 

The  fund  for  the  education  of  the  people  of  Mississippi  in  agriculture  and  mechanics  is 
divided  equally  between  the  white  and  colored  races.  The  institution  through  which 
the  latter  race  receives  the  benefit  of  this  is  now  called  the  Alcorn  Agricultural  and  Me- 
chanical College,  formerly  Alcorn  University.  It  is  located  near  Rodney,  in  Jefferson 
County,  which  lies  on  the  Mississippi  River,  just  below  Vicksburg.  Little  has  been  re- 
ported recently  from  the  college,  and  only  a  few  general  facts  can  be  given. 


172  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

The  university  was  charted  in  May,  1871 ;  it  had  been  opened  some  months  before. 
There  are  collegiate  and  preparatory  departments,  each  having  agricultural  and  literary 
courses.  The  collegiate  courses  are  four  years  in  length;  the  preparatory,  two.  The 
faculty  in  1881  consisted  of  the  president,  Rev.  H.  R.  Revels,  D.  D.,  who  was  professor 
of  mental  and  moral  philosophy;  professors  of  mathematics  and  natural  philosophy,  and 
ancient  and  modern  languages  and  literature;  tutors  of  English  branches  and  penman- 
ship; and  the  foreman  of  the  farm.  The  students  numbered  185.  Only  15  of  these  were 
in  the  collegiate  department.  Of  those  preparing  for  college  50  had  a  classical  course  in 
view;  90,  a  scientific.  Tuition  is  free,  and  expenses  are  made  as  low  as  possible.  Further 
figures  are  presented  in  the  table  in  Appendix  B,  which  wiy.  show  the  financial  condition 
and  other  facts  relative  to  the  college. 


MISSOURI. 
UNIVERSITY  OF  THE  STATE  OF  MISSOURI. 

The  University  of  the  State  of  Missouri  is  located  at  Columbia,  in  a  beautiful  and 
picturesque  limestone  region,  on  an  elevated  rolling  table  land  lying  back  from  the  north 
side  of  the  Missouri  River.  It  was  chartered  by  the  legislature  of  1838-' 39,  and  went 
into  full  operation  on  the  4th  of  July,  1840.  Only  a  collegiate  department  was  established 
at  that  time,  though  a  medical  school  at  Saint  Louis  was  associated  with  the  university. 
Agricultural  instruction  was  commenced  in  1859,  in  connection  with  the  teaching  of  chem- 
istry. No  new  departments  were  added  until  after  the  close  of  the  war.  During  that 
period  it  had  a  precarious  existence.  The  constitution  adopted  by  the  State  in  1865 
required  the  general  assembly  to  "establish  and  maintain  a  State  university,  with  de- 
partments for  instruction  in  teaching,  in  agriculture,  and  in  natural  science,  as  soon  as 
the  public  school  fund  will  permit. ' '  The  condition  of  the  university  at  a  time  little 
later  than  this  is  stated  in  one  of  its  publications  as  follows: 

11  When  Dr.  Read  came  on  the  ground  (in  1866)  with  a  view  of  determining  his  course 
of  action  as  to  accepting  the  position  to  which  he  had  been  elected,  he  found  the  uni- 
versity largely  involved  in  debt;  its  officers  paid  in  university  warrants,  inconvertible 
except  at  a  large  discount;  the  payment  of  the  income  of  the  endowment  fund  sus- 
pended during  the  process  of  the  conversion  of  the  bank  stock  into  United  States  bonds, 
as  required  by  the  new  State  constitution;  the  university  building  greatly  defaced  and 
injured  in  consequence  of  its  occupation  by  United  States  troops,  and  some  of  the  rooms 
unfit  for  use;  the  roof  leaky  and  the  plastering  fallen  from  the  ceilings  of  many  of  the 
rooms.  *  *  *  Upon  the  first  week  of  the  opening  of  the  session  not  a  single  student 
appeared  to  matriculate,  there  being  a  county  fair  in  the  neighborhood,  and  on  the  second 
less  than  forty  came  forward  for  that  purpose. ' ' 

The  prosperity  of  the  university  dated  from  the  subsequent  year.  The  State  then 
began  to  render  aid.  A  normal  college  was  opened  in  1868,  and  other  colleges  have  been 
added  since.  The  university  now  has  suitable  buildings,  all  necessary  apparatus,  and  a 
valuable  library  of  about  13,000  volumes  and  as  many  pamphlets.  It  has  been  governed 
by  a  broad  and  liberal  policy,  the  principles  of  which  were  stated  a  few  years  since  to  be 
as  follows: 

"  1.  To  keep  the  university  perfectly  free  from  complications  of  party  politics  and  secta- 
rian religion. 

"2.  To  adapt  the  university  to  the  peculiar  needs  of  Missouri  by  giving  it  that  scien- 
tific cast  required  by  our  special  circumstances;  also,  while  furnishing  the  highest  in- 
struction in  various  departments  for  the  scholar,  to  afford  instruction  to  a  large  class  who 
require  shorter  courses  to  prepare  themselves  for  specific  pursuits. 

"3.  To  give  the  largest  practicable  liberty  of  choice  in  the  selection  of  studies,  accord- 
ing to  the  most  advanced  ideas  of  the  day,  a  system  commenced  in  the  University  of  Vir- 
ginia. *  *  * 

"4.  To  admit  women  students  to  classes  as  they  may  desire;  to  keep  the  expenses  of 
university  education  at  the  lowest  practicable  point  to  the  student  by  diminishing  the 
rate  of  tuition  one-half  and  providing  the  means  of  cheap  boarding. 

"5.  To  aid  and  encourage  our  local  and  denominational  colleges  by  opening  the  doors 
of  the  university,  without  money  and  without  price,  to  their  graduates,  in  order  that 
they  may  avail  themselves  of  the  larger  educational  means  afforded  by  the  State  in  the 
university.  In  short,  it  has  been  a  settled  policy  to  make  the  university  an  institution 
for  the  whole  of  Missouri,  and  not  for  any  section,  party,  or  partisan  clique." 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  173 

« 

FINANCIAL  CONDITION. 

The  two  townships  received  by  Missouri  when  admitted  into  the  Union  in  1820,  for 
the  support  of  a  university  were  sold  at  $2  an  acre  in  1832.  The  net  sum  realized  was 
about  |70,000.  This  was  kept  at  interest,  and  amounted  to  $100,000  before  the  end  of 
the  decade.  Then  it  was  determined  to  establish  a  university,  and  a  bonus  of  $117,500 
was  offered  by  Boone  County  for  its  location  at  Columbia.  These  funds  were  used  for 
the  erection  of  a  building  and  other  nesessary  expenses,  and  the  endowment  of  the  uni- 
versity. Missouri  received  nominally  330,000  acres  of  land  by  the  grant  of  1862  for  ag- 
ricultural colleges.  Really  it  was  somewhat  less,  in  consequence  of  a  provision  requiring 
that  one  acre  taken  within  the  railroad  belt  should  be  counted  as  two.  After  a  long 
struggle  it  was  decided  that  the  State  University  should  have  the  benefit  of  the  grant. 
Most  of  this  land  remains  unsold.  Some  of  it  is  leased.  The  income  from  rents  and 
the  interest  on  amounts  realized  from  land  sales  has  not  been  large.  The  land  is  in- 
creasing in  value,  and  will  eventually  provide  a  handsome  endowment.  The  recent  re- 
ports of  the  property  and  income  of  the  university,  as  made  to  the  Bureau  of  Education, 
are  as  follows: 


1880. 

1882. 

Value  of  grounds,  buildings,  and  apparatus                

$150,  000 

Amount  of  productive  funds       .  . 

227  000 

$480  000 

13  620 

27  500 

Receipts  from  tuition  fees  .-.  

11,295 

Receipts  from  State  appropriations 

27  000 

OEGANIZATION. 

The  organization  of  the  Missouri  University  is  unlike  that  of  ordinary  colleges  and 
universities.  A  general  plan  was  adopted  fifteen  years  ago,  and  has  been  adhered  to 
since.  It  was  as  follows: 

I.  To  retain  substantially  the  usual  college  curriculum  for  those  who  desire  that  course. 
II.  To  enlarge  and  perfect  the  scientific  course. 

III.  To  establish  and  maintain — 

1.  A  college  of  agriculture  and  mechanic  arts,  which,  in  addition  to  instruction  in 
agriculture,  horticulture,  military  tactics,  etc.,  shall  embrace  schools  of  engi- 
neering, analytical  chemistry,  and  mining  and  metallurgy. 

2.  A  normal  school. 

3.  A  law  school. 

4.  A  preparatory  school. 

IV.  To  expand  the  university  by  instituting  colleges  of  applied  science  or  professional 

departments,  as  its  means  will  permit  or  the  wants  of  the  State  demand. 
V.  To  accumulate  the  materials  of  education,  as  books,  apparatus,  cabinets,  models, 
etc. 

VI.  To  adjust  the  different  departments  of  instruction  so  as  to  economize  labor  and 

material,  and  thus  render  the  institution  the  most  effective  to  the  largest  num- 
ber, and  save  means  for  the  enlargement  of  the  university  and  the  increase 
of  its  facilities. 

VII.  To  exercise  judicious  economy  in  all  departments,  that  there  maybe  improve- 

ment in  all,  and  the  accumulation,  year  by  year,  of  those  educational  means 
and  appointments  which  belong  alike  to  all  departments  and  increase  the  gen- 
eral prosperity. 

In  pursuance  of  this  plan  the  university  is  organized  into  a  college,  in  which  the  sub- 
jects of  instruction  are  arranged  in  academic  schools  of  (a)  science  and  (&)  language 
and  professional  schools.  The  schools  of  (1)  physics,  (2)  chemistry,  (3)  natural  history, 
(4)  mathematics  and  astronomy,  and  (5)  metaphysics  constitute  the  schools  of  science;  those 
of  (1)  Hebrew  and  Semitic  literature,  (2)  Greek,  (3)  Latin,  (4)»modern  continental  Ger- 
manr  French ,  Spanish,  and  Italian,  and  (5)  English  form  the  schools  of  language.  The  first 
three  schools  of  science  are  closely  related  to  industrial  education,  and  consequently  de- 
serve more  than  simple  mention. 

The  school  of  physics  is  under  the  charge  of  a  single  professor.  In  it  not  only  academic, 
but  agricultural,  normal,  medical  and  special  students  are  instructed.  The  study  of 
the  assigned  text-book  and  the  recitation  are  supplemented  by  laboratory  work  and  by 
lectures.  The  laboratory  work  familiarizes  the  student  with  physical  apparatus,  of 
which  the  university  has  a  fair  supply,  and  fixes  in  his  memory  the  principles  and  the 


174  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

> 

processes  which  he  sees  illustrated.  The  lectures  elaborate  more  fully  subjects  of  special 
difficulty  or  interest,  as,  for  example,  the  steam  engine. 

The  school  of  cliemistry  is  under  the  supervision  of  a  professor  and  his  assistant.  In  it 
there  are  distinct  courses  of  study  in  (1)  phenomenal,  (2)  rational,  (3)  domestic,  and  (4) 
agricultural  chemistry,  and  (5)  toxicology.  The  course  in  phenomenal  chemistry  is 
elementary,  and  must  be  pursued  by  all  the  students  of  the  university,  except  those  in 
law,  before  they  can  receive  a  diploma  or  be  admitted  to  other  classes  in  the  chemical 
department.  The  course  in  rational  chemistry  is  a  continuation  of  it.  Organic  and 
applied  chemistry  largely  enters  into  this  course.  Domestic  chemistry  is  taught  the 
students  in  the  ladies'  department  by  lectures  on  the  general  subjects  of  air,  water,  food, 
and  cosmetics.  Agricultural  chemistry  is  also  taught  by  lectures  treating  of  the  struct- 
ure and  functions  of  plants,  the  properties  of  soils,  the  composition  and  value  of  fertil- 
izers, and  other  subjects  similarly  related  to  agriculture.  The  instruction  in  toxicology  is 
given  principally  to  medical  students  by  a  course  of  lectures  lasting  about  two  months. 
The  chemical  laboratory  is  furnished  in  the  most  approved  style,  with  working  tables, 
reagents,  and  general  apparatus. 

The  school  of  natural  history  is  in  the  charge  of  two  professors,  and  their  instruction  is 
supplemented  by  lectures  by  other  members  of  the  university  faculty.  The  subjefts  of 
instruction  include  geography,  botany,  entomology,  anatomy  and  physiology,  zoology, 
comparative  anatomy,  mineralogy,  paleontology,  geology,  and  physical  geography.  The 
last  subject  is  taught  at  the  end  of  the  course,  as  it  is  more  readily  understood  after  a 
study  of  the  individual  branches  of  natural  history,  and  is  a  review  of  that  whole  sub- 
ject. Especial  attention  is  given  to  zoology,  botany,  and  entomology. 

The  other  academic  schools  do  not  contribute  directly  to  industrial  education.  They 
furnish  general  culture  and  discipline,  and  their  studies  make  up  the  larger  part  of  the 
courses  which  must  be  pursued  by  undergraduates  seeking  a  degree.  These  courses  are- 
four  in  number,  namely:  Course  in  arts,  in  science,  in  letters,  and  girls'  course  in  arts. 
Each  covers  four  collegiate  and  two  preparatory  years,  and  it  is  estimated  that  four  hours 
a  day  five  days  in  the  week  will  be  required  for  recitation  and  eight  hours  a  day  for  study. 
The  course  in  arts  is  the  old-time  classical  course  slightly  modified,  and  leads  to  the  degree 
of  bachelor  of  arts.  The  course  in  science  gives  prominence  to  mathematics  and  sciences; 
that  in  literature,  to  Latin  and  the  modern  languages.  Their  degrees  are  respectively 
bachelor  of  science  and  bachelor  of  literature. 

LADIES'  DEPARTMENT. 

The  girls'  course  in  arts  is  made  up  substantially  of  studies  selected  from  the  other 
academic  courses,  with  additional  work  in  literature,  composition,  and  criticism,  and 
diversified  by  studies  peculiarly  adapted  to  the  culture  of  woman,  such  as  calisthenics, 
music,  physiology,  and  domestic  chemistry  and  economy.  The  degree  of  bachelor  of  do- 
mestic arts  is  conferred  upon  those  successfully  completing  it.  Young  ladies  may  choose 
any  academic  course,  but  this  one  is  the  most  popular  with  them.  Its  establishment  has 
tended  to  increase  their  number,  which  has  already  reached  nearly  a  hundred.  The  ladies 
are  required  to  wear  a  prescribed  dress  and  are  expected  to  engage  in  calisthenics.  The 
opportunities  for  the  study  of  music  are  good,  and  it  is  thought  that  they  will  be  greatly 
increased  in  the  immediate  future. 

PROFESSIONAL  SCHOOLS. 

There  are  nine  professional  schools  connected  with  the  Missouri  University.  They  are 
the  law  school,  attendance  in  1881-'82,  38;  medical  school,  36;  normal  college,  83;  com- 
mercial school,  105;  school  of  art,  140;  school  of  military  science  and  tactics,  53;  engi- 
neering school,  42;  agricultural  and  mechanical  college,  21;  and  the  school  of  mines  and 
metallurgy  at  Eolla,  82.  Each  has  a  faculty  of  its  own,  or  else  is  in  charge  of  a  single 
professor,  who  is  aided  in  the  work  of  instruction  by  other  members  of  the  university 
faculty  as  may  be  necessary. 

The  engineering  school  has  a  faculty  of  nine  members,  composed  of  the  president  of  the 
university,  who  is  professor  of  the  science  of  mind,  and  professors  of  mathematics  and 
astronomy,  civil  and  topographical  engineering,  free-hand  and  topographical  drawing, 
military  science  and  tactics,  geology,  chemistry,  economic  botany,  and  law.  Instruc- 
tion is  also  given  by  visiting  lecturers  on  engineering.  Fees  are  §40  a  year.  Forty-two 
students  were  in  attendance  in  1881-' 82.  In  their  professional  preparation  they  are 
instructed  in  the  following  subjects,  among  others:  The  location  and  construction  of 
roads,  railroads,  canals,  and  water-works;  the  surveys  and  improvements  of  coasts,  har- 
bors, rivers,  and  lakes;  the  determination  of  astronomical  and  geographical  coordinates 
on  land  and  at  sea;  the  design  and  construction  of  roofs  and  trusses,  girders,  and  sus- 
pension bridges;  drawing  and  constructing  the  various  kinds  of  arches;  the  design,  ap- 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  175 

plication,  and  construction  of  wind  and  hydraulic  motors,  air  and  steam  engin&s;  "blow- 
pipe analyses  of  minerals,  and  economic  geology,  mineralogy,  chemistry  (elementary 
and  applied);  the  art  of  war;  the  preparation  of  the  various  kinds  of  projections  and 
drawings  used  by  the  military,  topographical,  civil,  and  mine  engineer;  the  selection, 
tests,  and  applications  of  materials  used  in  constructions;  and  papers  and  essays  on  pro- 
fessional subjects.  In  order  that  the  student  may  pursue  those  branches  which  are  pre- 
paratory to  special  departments  of  engineering,  courses  of  study  covering  the  last  two 
years  of  a  six  years'  course  are  offered  in  (1)  civil  engineering,  (2)  topographical  engi- 
neering, (3)  surveying  and  astronomy,  and  (4)  military  engineering.  The  college  course 
in  science  prepares  the  student  for  the  professional  study  of  any  of  these  branches.  In- 
struction is  given  by  text  books,  lectures,  and  field  and  observatory  practice. 

AGRICULTURAL  AND  MECHANICAL  COLLEGE. 

After  a  discussion,  continuing  seven  years,  the  Agricultural  and  Mechanical  College  of 
Missouri  was  located  at  Columbia  in  immediate  connection  with  the  university.  The 
county  of  Boone  and  the  city  of  Columbia  gave  land  costing  $60.000  and  $30,000  in  bonds 
for  the  sake  of  having  the  college  within  their  limits.  Three-fourths  of  the  income  of 
the  land  grant  belongs  to  the  college,  and  the  State  cares  for  those  wants  which  the  in- 
come from  fees  and  productive  property  cannot  supply,  as  it  does  for  the  university. 
The  attendance  of  students  has  not  been  uniformly  large.  In  1873  there  were  138;  in 
1881-'  82,  21 .  A  few  students  have  taken  the  degree  of  bachelor  of  agriculture ;  a  considera- 
bly larger  number  have  received  certificates  of  proficiency  in  horticulture.  The  fees  are 
the  same  as  the  ordinary  university  fees,  namely,  an  annual  entrance  fee  of  $10,  and  $10 
a  year  for  incidentals  and  use  of  library. 

The  course  of  study  has  been  made  strictly  professional  and  reduced  to  two  years,  the 
first,  horticultural;  the  second,  agricultural.  Those  completing  the  first  year  are  enti- 
tled to  the  certificate  in  horticulture.  The  full  course  leads  to  the  degree  of  bachelor 
of  agriculture.  The  requirements  for  admission  are  very  slight.  The  studies  of  the 
first  year  are:  First  semester,  propagation,  pruning,  training,  soils,  fertilizers,  tillage, 
and  drainage;  pomology,  nursery  business,  forestry,  and  meteorology;  physics  and 
mechanics;  and  nursery  work  at  the  discretion  of  the  professors.  Second  semester, 
gardens  and  gardening;  entomology;  orchards,  vineyards,  fruit  gardens,  ornamental 
trees,  and  landscape  gardening;  botany;  work  in  gardens  and  vineyards.  The  stud- 
ies of  the  second  year  are:  First  semester,  zoology  and  veterinary  science,  farm  crops, 
surveying,  agricultural  chemistry,  mineralogy,  mechanical  drawing,  and  field  work  or 
feeding  and  care  of  stock:  Second  semester,  farm  buildings,  machinery,  fences,  and  water 
supply;  domestic  animals,  geology,  roads  and  bridges,  and  farm  law,  with  out-door  work. 

Six  prizes  are  offered,  as  follows:  To  the  junior  class  (1)  for  best  essay  on  pruning, 
London's  Encyclopedia  of  Gardening;  (2)  for  best  specimens  of  propagation,  including 
apples,  pears,  grapes,  gooseberries,  and  strawberries,  20  plants  each,  $10;  and  (3)  for  best 
show  of  garden  vegetables,  including  tomatoes,  cabbages,  onions,  pease,  and  beets,  20 
plants  each,  $10.  To  the  senior  class  (1)  for  best  corn  culture,  f  acre,  $10;  (2)  for  best 
reaping,  binding,  and  stocking,  J  acre,  $10;  and  (3)  for  best  specimen  of  plowing,  Jacre, 
$10.  The  college  furnishes  land  and  materials;  the  contestant  must  do  all  the  work. 

The  college  farm  contains  some  640  acres,  has  a  variety  of  soils,  and  is  well  watered. 
It  offers  opportunities  for  student  labor,  practical  work,  and  agricultural  experiment. 
The  value  of  different  varieties  of  wheat,  corn,  and  potatoes  has  been  tested.  Gardens, 
vineyards,  and  orchards  have  been  planted,  and  will  be  closely  observed.  A  commercial 
nursery  is  a  special  source  of  profit.  A  plantation  of  forest  trees  has  been  commenced. 

SCHOOL  OF  MINES  AND  METALLURGY. 

The  School  of  Mines  and  Metallurgy  is  located  at  Rolla,  Phelps  County,  in  the  midst 
of  an  extensive  and  rapidly  developing  iron  section  and  near  districts  abounding  in  lead 
and  zinc  deposits.  The  institution  was  established  in  February,  1870,  and  opened  in 
November,  1871.  Its  design  is  to  unite  with  the  agricultural  college  in  carrying  out  the 
purposes  of  the  national  grant  in  aid  of  industrial  education.  This  object  has  been  kept 
in  view  in  arranging  the  studies  of  the  school,  in  selecting  its  apparatus,  and  in  organ- 
izing its  faculty. 

The  school  has  a  one-fourth  interest  in  the  agricultural  college  lands.  It  still  receives 
its  chief  support  from  State  appropriations,  that  for  1881  being  $7,500.  It  also  received 
in  that  year  $800  from  students'  fees  and  $3,300  interest  on  its  productive  funds,  which 
amount  to  $55,000.  Its  buildings,  grounds,  and  apparatus  are  valued  at  $46,660. 

The  faculty  of  the  school  is  composed  of  professors  of  mathematics,  civil  and  mine 
engineering  and  graphics,  analytical  chemistry  and  metallurgy,  physics  and  natural  his- 
tory, and  languages.  The  last  is  principal  of  the  preparatory  department,  and  has  an 


176  INDUSTEIAL   EDUCATION   IN   THE   UNITED    STATES. 

assistant.  The  number  of  students  reported  for  1881  was  82.  Of  these  25  were  prepar- 
atory students,  45  in  partial  courses  and  12  in  regular  courses.  The  annual  fees  are  $20. 

The  graduates  previous  to  1882  numbered  24;  the  licentiates,  25.  They  are  engaged 
largely  in  teaching,  studying,  and  professional  work  of  kinds  for  which  the  school  fur- 
nishes preparation. 

Great  freedom  is  allowea  students  in  the  choice  of  studies,  and  five  courses  of  study 
are  arranged  in  addition  to  the  preparatory  course  of  one  year.  There  is  a  teachers' 
course,  two  years  in  length,  which  includes  the  usual  English  studies  of  a  high  school 
and  normal  instruction.  Those  completing  it  are  assured  of  a  first-class  teacher's  cer- 
tificate, good  for  two  years,  from  the  State  superintendent  of  public  schools.  A  girls' 
course  in  arts  extends  over  four  years.  The  professional  courses  are  three  years  in  length, 
and  lead  to  the  degrees  of  mining  engineer,  civil  engineer,  and  bachelor  of  philosophy, 
respectively.  Analytical  chemistry,  mineralogy,  geology,  metallurgy,  pure  and  applied 
mathematics,  artistic  and  mechanical  drawing,  and  civil  and  mine  engineering  form  the 
main  branches  of  study. 

The  school  is  well  furnished  with  apparatus,  instruments,  and  other  appliances  for 
practical  instruction  and  demonstration.  It  has  a  full  supply  of  excellent  surveying  and 
engineering  instruments,  physical  apparatus,  embodying  the  newest  forms  for  illustra- 
tion and  research,  together  with  diagrams  and  models  for  the  illustration  of  metallurgy 
and  for  engineering,  topographical  and  ornamental  drawing.  The  geological,  mineral- 
ogical,  and  technical  collections  are  all  rapidly  increasing,  and  are  already  rich  in  speci- 
mens and  products  illustrative  of  the  mineral  industries  of  Missouri.  The  laborato- 
ries for  analysis  and  assaying  have  been  increased  in  working  capacity,  and  are  amply 
furnished  with  apparatus  and  reagents  necessary  for  practical  instruction  and  for  any 
line  of  chemical  and  metallurgical  research.  The  library  of  2,750  books  and  pamphlets 
has  been  selected  with  special  reference  to  supplementing  the  labors  of  the  class  and 
lecture  room,  and  consists,  therefore,  largely  of  standard  reference  works  on  the  physical 
sciences,  mathematics,  and  technology.  A  good  selection  of  technical  periodicals  is  sup- 
plied to  the  reading  room.  Earnest  efforts  are  constantly  made  to  increase  the  efficiency 
of  all  the  means  of  practice  and  illustration. 

The  rooms  of  the  school  building  are  comfortably  furnished,  well  lighted,  and  well 
ventilated.  The  first  floor  is  occupied  by  the  analytical  laboratory,  the  chemical  lecture 
room,  and  the  room  of  the  professor  of  geology.  On  the  second  floor  are  the  public  hall, 
the  office,  library,  reading  and  engineering  rooms;  and  in  the  third  story  are  the  rooms 
of  the  professors  of  mathematics  and  English  and  a  large  drawing  room,  with  ample 
accommodations  for  upwards  of  eighty  students.  The  basement  contains  the  assay  fur- 
naces and  other  appliances  for  metallurgical  work. 

A  recent  report  of  the  School  of  Mines  and  Metallurgy  gives  the  following  quotations 
concerning  the  organization,  equipment,  and  effective  character  of  the  school,  taken 
from  an  official  report  of  the  visit  and  examination  of  the  legislative  committee  on  mines 
and  mining: 

' '  We  do  not  intend  to  eulogize  this  institution  with  high-sounding  phrases,  nor  do  we 
mean  to  underrate  the  difficulty  that  each  undertaking  meets  with  during  its  incipient 
stage;  but  with  pride  we  acknowledge  the  unanimous  opinion  of  your  committee  that 
this  school  is  highly  worthy  of  the  people  of  the  great  State  of  Missouri  and  in  full  coin- 
cidence with  the  intent  which  led  to  its  creation.  We  may  look  forward  with  well- 
founded  hopes  that  by  the  practical  working  of  this  school  our  dormant  mineral  wealth 
will  meet  the  attention  of  the  entire  civilized  world. 

' '  The  force  of  professors  employed  to  teach  the  various  branches  of  learning  has  been 
selected  with  more  than  usual  care,  and  their  ability  and  devotedness  justify  the  highest 
expectations. 

"  Analytical  chemistry,  mineralogy,  geology,  metallurgy,  mathematics  (pure  and  ap- 
plied), drawing  (artistic  and  mechanical),  civil  and  mine  engineering,  military  tactics, 
etc. ,  form  the  main  branches  of  study  in  this  institution. 

"The  apparatus,  mathematical  and  philosophical  instruments,  are  all  of  the  latest  and 
most  approved  kind,  and  their  selection  shows  excellent  tact;  the  laboratory  is  in  good 
working  order,  and  the  library,  consisting  mainly  of  technical  works,  contains  a  large 
number  of  rare  volumes. 

' '  The  morals  of  the  students  are  vigilantly  looked  after,  and  the  remarkable  progress 
made  by  them  is  not  only  noteworthy,  but  also  a  source  of  gratification  to  your  committee. 

"The  maps  of  surveys  and  mines,  the  drawings  of  furnaces  and  reduction  works,  pre- 
pared by  the  more  advanced  students,  display  art  and  mastery  on  the  subject  of  their 
study  and  labor. 

' '  A  remarkable  feature  of  the  school  consists  in  combining  theory  with  practice. " 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  177 

NEBRASKA. 
THE  UNIVERSITY  OF  NEBEASKA. 

[Statement  by  Prof.  S.  R.  Thompson.] 

The  University  of  Nebraska  exists  by  virtue  of  an  enactment  made  by  its  first  legisla- 
ture soon  after  it  became  a  State.  This  act,  passed  in  1869,  provided  for  the  organization 
of  six  colleges,  as  follows :  1.  A  college  of  literature,  science,  and  the  arts.  2.  A  college  of 
agriculture.  3.  A  college  of  law.  4.  A  college  of  medicine.  5.  A  college  of  practical 
science,  mechanics,  and  civil  engineering.  6.  A  college  of  fine  arts.  Only  the  two  first 
named  could  be  opened  without  consent  of  the  legislature. 

The  regents  appointed  under  this  act  organized,  elected  a  chancellor  and  faculty,  and 
opened  the  college  of  literature,  science,  and  art  in  September,  1871.  During  this  year  a 
professor  of  agriculture  was  chosen  and  arrangements  made  to  open  the  agricultural  col- 
lege in  the  autumn  of  1872.  The  plan  was  to  have  students  in  the  agricultural  college 
take  their  scientific  and  literary  studies  in  the  college  of  literature  and  science,  so  that 
only  special  and  technical  instruction  need  be  provided  in  the  other. 

In  1874  an  improved  farm  of  320  acres  was  procured  and  provided  with  a  fair  outfit  of 
stock,  teams,  and  tools.  In  1875  a  dormitory  to  accommodate  about  20  students  was 
erected,  and  henceforward  all  students  in  agriculture  were  to  reside  on  the  college  farm. 
In  1877  the  law  was  amended  so  as  to  consolidate  the  second  and  fifth  colleges  of  the  orig- 
inal scheme  into  one  to  be  called  ' '  The  Industrial  College,  embracing  agriculture,  prac- 
tical science,  civil  engineering,  and  mechanic  arts."  In  1881  a  professor  of  horticulture 
and  a  tutor  in  civil  engineering  were  appointed;  these,  with  the  professor  of  agriculture, 
who  is  dean  of  the  industrial  college  and  superintendent  of  the  farm,  now  constitute  the 
teaching  force  of  this  department. 

The  classes  in  both  colleges  use  the  same  building  for  recitation  and  general  purposes. 
Students  in  the  agricultural  course  reside  on  the  farm  and  work  an  average  time  of  two 
hours  a  day.  Part  of  this  labor  is  compensated  and  part  not.  All  other  students  find 
boarding  in  or  near  the  city  as  they  prefer. 

The  course  of  study  in  the  department  of  civil  engineering  is  not  materially  different 
from  that  of  other  schools  of  like  character.  The  studies  of  the  first  four  years  are  sub- 
stantially th*e  same  as  those  of  the  scientific  course,  most  of  the  special  and  technical 
studies  being  assigned  to  the  junior  and  senior  years. 

The  course  in  agriculture  is  of  the  same  length  and  difficulty  as  other  courses  in  the 
university,  viz :  four  years,  with  two  of  preparatory  work,  which  may  be  taken  in  the 
university  if  desired.  The  following  is  a  list  of  the  studies  which  are  taught  to  students 
in  the  agricultural  college  only :  Practical  agriculture,  book-keeping,  horticulture,  laying 
out  and  improving  farms,  farm  implements  and  machinery,  entomology,  anatomy  and 
physiology  of  domestic  animals,  stock  raising,  meteorology,  rural  and  domestic  sanita- 
tion, vegetable  physiology  applied  to  farm  crops,  landscape  gardening,  bee  keeping,  agri- 
cultural chemistry,  cryptogamic  botany,  sorghum  manufacture,  and  the  history  and  lit- 
erature of  agriculture. 

As  regards  means  of  illustration  of  subjects  peculiar  to  the  industrial  college  there  ia 
now  provided  a  farm  of  320  acres,  all  improved,  with  good  buildings,  orchards,  timber 
plantation,  a  nursery,  the  beginning  of  an  arboretum,  a  vineyard,  five  breeds  of  cattle, 
two  of  hogs,  thirty  stands  of  bees,  and  an  agricultural  reference  library  of  300  volumes. 
There  is  also  a  fair  outfit  of  meteorological  instruments  for  making  observations  on  the 
weather.  The  State  volunteer  weather-service  has  its  central  station  at  the  college  and 
publishes  a  monthly  bulletin. 

A  considerable  amount  of  experimenting  has  been  undertaken,  and  it  is  intended  to 
enlarge  that  work  as  fast  as  possible. 

The  mechanical  department  has  not  been  organized,  but  the  legislature  which  meets 
the  coming  winter  will  be  asked  to  provide  for  it. 

Since  its  opening  in  1872,  in  all  about  60  students  have  attended  the  industrial  depart- 
ment. Four  have  graduated,  three  in  agriculture  and  one  in  engineering.  Of  these  one 
is  now  professor  of  horticulture  in  the  institution,  two  engaged  in  farming,  and  one  is  in 
charge  of  an  engineering  party  of  the  Union  Pacific  Railroad  in  Wyoming.  At  present 
there  are  enrolled  3  seniors,"  5  juniors,  3  sophomores,  4  freshmen,  and  7  in  the  prepara- 
tory. This  number,  though  small,  is  all  that  can  be  accommodated  on  the  farm  with 
boarding  and  rooms  until  additional  buildings  are  erected. 

Besides  the  special  facilities  for  study  and  instruction  above  enumerated,  students  in 
this  department  have  access  to  the  university  library  of  4, 000  volumes,  to  the  cabinet  con- 
taining some  70,000  mineralogical  and  geological  specimens,  to  the  herbarium  with  25,000 
S.  Ex.  25 12 


178  INDUSTRIAL    EDUCATION   IN    THE    UNITED    STATES. 

species  of  plants,  and  to  the  entomological  collection  of  5,000  specimens.  Facilities  for 
teaching  analytical  chemistry  and  physics  are  good,  and  the  engineering  department  has 
a  good  level,  transit,  and  other  apparatus  for  field  work. 

The  number  of  students  enrolled  in  all  departments  of  the  university  for  the  year 
1881-' 82,  according  to  the  catalogue  soon  to  be  issued,  was  284,  of  whom  101  were  in 
the  colleges  classes  and  183  in  the  preparatory  school. 

The  whole  number  of  professors  and  instructors  now  employed  in  the  university  is 
sixteen.  The  entire  support  of  the  university  has  hitherto  depended  on  appropriations 
by  the  State  legislature.  Within  two  years  some  of  the  endowment  lands  have  been 
sold  and  more  leased,  but  the  income  cannot  be  used  till  authority  is  granted  by  the  legis- 
lature. The  funds  arising  from  sales  of  educational  lands  are  made  by  the  constitution 
trust  funds  and  cannot  be  granted  by  the  legislature  for  any  but  educational  purposes. 
No  part  of  the  school  or  university  lands  can  be  sold  for  less  than  $7  an  acre. 

The  appropriation  made  in  1880  to  the  university  was  $28,000  per  annum  for  two 
years. 


NEVADA. 

STATE  UNIVERSITY. 

[Prepared  from  latest  reports  on  file  in  this  office.] 

The  State  University  of  Nevada  has  received  from  the  general  government,  by  act  of 
Congress,  the  usual  grant  of  land  for  university  purposes,  46,080  acres,  and  also  90,000 
acres  as  endowment  for  college  of  agriculture  and  the  mechanic  arts. 

The  agricultural  land  from  the  grant  has  been  sold,  and  the  fund,  $90,000,  is  set  aside 
for  the  college,  not  yet  organized.  The  interest,  8  per  cent.,  is  being  added  to  the  prin- 
cipal. 

The  university  is  located  at  Elko,  in  the  eastern  part  of  the  State.  A  preparatory  de- 
partment has  been  organized. 

In  1880,  the  faculty  consisted  only  of  the  principal  and  one  professor.  The  pupils 
numbered  48,  26  of  whom  were  girls. 

Tuition  is  free.     Board  and  expenses  at  university  dormitory,  about  $30  per  month. 

The  value  of  buildings,  grounds,  and  apparatus  is  stated  at  $25,000.  Aryiual  income 
by  State  appropriation,  $6,000. 


NEW    HAMPSHIEE. 
COLLEGE  OF  AGRICULTURE  AND  MECHANIC  ARTS,  DARTMOUTH  COLLEGE. 

[Prepared  from  latest  reports  and  catalogues  on  file  in  this  office.] 
HISTORY  AND  OBJECTS, 

The  New  Hampshire  College  of  Agriculture  and  the  Mechanic  Arts  is  an  institution 
associated  with  Dartmouth  College,  Hanover,  and  has  for  its  object,  "the  liberal  and 
practical  education  of  the  industrial  classes  in  the  several  pursuits  and  professions  of 
1  ife. "  It  was  founded  in  1866,  by  the  State  legislature,  in  accordance  with  the  provisions 
of  the  agricultural  college  legislation. 

ENDOWMENT  AND  FUNDS. 

The  original  endowment  of  the  institution  ($80,000)  was  derived  from  the  proceeds 
of  the  Congressional  land  grant,  which,  on  being  sold,  was  invested  in  New  Hampshire 
State  bonds,  the  interest  (6  per  cent.)  on  which  constitutes  the  chief  source  of  annual 
income. 

The  scrip  received,  representing  150,000  acres,  was  sold  at  53  J  cents  per  acre.  The 
endowment  has  been  increased  to  $100, 000,  Total  annual  income  therefrom,  $6, 000 ;  State 
appropriations  (1880)  for  two  years,  $3,000;  total,  $9,000. 

The  tuition  fees  are  stated  at  $30  per  school  year,  but,  as  there  are  34  free  scholarships 
nnd  an  average  annual  attendance  only  slightly  more  than  that  number,  the  income 
from  this  source  is  small. 

The  total  valuation  of  the  college  property,  farm,  buildings,  apparatus,  &c.,  is  given 
at  $100,000. 


INDUSTEIAL   EDUCATION   IN   THE    UNITED    STATES.  179 


STUDENTS  AND  DEGREES. 

According  to  catalogue  of  1881-'82,  the  number  of  students  was  41,  of  whom  10  were 
seniors,  13  middlers,  and  18  juniors.  No  women  are  admitted. 

In  1881  the  degree  of  bachelor  of  science  was  conferred  upon  14  young  men. 

THE  FACULTY. 

The  staff  of  the  College  of  Agriculture  and  the  Mechanic  Arts  consists  of  the  president, 
professors  of  chemistry,  natural  history,  mathematics,  and  English  language  and  litera- 
ture, instructors  in  elocution  and  drawing,  with  lecturers  (occasional)  on  the  history  of 
agriculture,  farming  as  a  profession,  irrigation  and  drainage,  veterinary  science,  stock- 
breeding,  theoretical  and  practical  farming,  dairying,  ensilage,  fruit  culture,  and  sheep 
husbandry.  The  lectures  are  arranged  in  a  course  which  is  given  each  winter  and  are 
open  to  all. 

COURSE  OF  STUDY. 

There  is  but  a  single  course  of  study,  covering  a  period  of  three  years.  The  studies  of 
the  first  or  junior  year  include  algebra,  geometry,  trigonometry,  Grecian,  Eoman,  medieval" 
and  modern  history,  physiology,  zoology,  botany,  drawing,  and  bookkeeping. 

The  studies  of  the  second  year  are  mechanics,  surveying,  and  field  work;  physics  and 
chemistry,  with  laboratory  work;  rhetoric  and  English  literature;  business  law.  The 
optional  studies  provided  for  the  first  term  of  the  year  are  theory  of  equations,  ento- 
mology, and  history  of  civilization. 

The  regular  studies  of  the  senior  year  are  physics,  blowpipe  analysis,  astronomy, 
meteorology,  geology,  mineralogy,  mechanics,  English  and  American  literature,  consti- 
tutional law,  and  political  economy.  The  optional  studies  include  assaying,  general 
geometry,  analysis  of  farm  products,  and  international  law. 

The  assignment  of  agricultural  lectures  to  the  different  yea.rs  is:  Junior  year,  lectures 
on  history  of  agriculture,  forestry,  drainage,  and  irrigation;  middle  year,  lectures  on  soils, 
pi  ant  growth,  stock  feeding,  stock  breeding,  ensilage,  and  fruit  culture;  senior  year,  dairy- 
ing, diseases  of  animals,  sheep  husbandry,  and  general  methods  of  farm  management. 

APPLIANCES,  FARM  TOOLS,  STOCK,  AND  POLICY. 

The  library  belonging  to  this  institution  contains  about  two  thousand  volumes,  chief!  j 
valuable  scientific  works.  The  students  also  have  access  to  the  library,  the  cabinets,  and 
the  observatory  of  Dartmouth  College  upon  the  same  terms  as  the  students  of  the  latter. 

A  State  museum  of  general  and  applied  science  has  been  established.  The  specimens 
accruing  from  the  State  geological  survey  have  been  devoted  to  this  institution  by  the 
legislature.  Various  contributions  have  also  been  made  by  persons  interested  in  this 
object,  and  others  are  solicited. 

The  chemical  laboratory  is  commodious,  well  lighted,  and  well  ventilated,  and  is  fur- 
nished with  appliances  for  instruction  in  general,  analytical,  and  agricultural  chemistry. 

The  college  is  provided  with  instruments  for  practical  surveying  and  with  apparatus 
for  illustration.  The  students  also  have  the  benefit  of  the  valuable  philosophical  appa- 
ratus belonging  to  Dartmouth  College,  and  attend  the  lectures  on  physics  and  other  sub- 
jects. 

A  valuable  tract  of  land  of  360  acres  in  the  immediate  vicinity  of  Culver  Hall  (the 
principal  college  building)  was  secured,  and  for  several  years  it  has  been  under  cultiva- 
tion as  a  college  farm.  In  convenience  of  access  and  in  the  character  of  the  soil  it  is  ad- 
mirably suited  for  the  purposes  of  agricultural  experiment. 

It  is  the  intention  to  keep  upon  the  farm  a  i'ull  line  of  such  agricultural  implements 
as  promise  to  be  of  practical  value,  and  their  use  has  reduced  the  manual  labor  employed 
to  a  minimum. 

The  stock  consists  of  50  cattle,  pure  (milk  producing)  Durhams  and  Ayrshires,  and 
their  grades;  40  Cotswold  sheep,  3  horses,  &c. 

The  farm  policy  is  to  pass  from  the  conservative  rule  of  "  small  areas  richly  tilled  " 
to  larger  areas;  but  these  are  well  supplied  with  fertilizers,  by  means  of  rich  foods  given 
to  the  stock,  such  as  meal,  bran,  cotton  seed  meal,  &c.  Chemicals  are  also  used  in  the 
nutrition  of  crops. 

CROPS,  EXPERIMENTS,  LABOR. 

The  crops  for  1880  consisted  of  6  acres  of  sugar  beets;  one-quarter  of  an  acre  of  sorghum ; 
3J  acres  of  barley;  7  acres  of  oats  and  pease;  24  acres  of  corn;  8  acres  of  clover;  4 £  acres 


180  INDUSTRIAL   EDUCATION    IN    THE    UNITED    STATES. 

are  devoted  to  experiments,  and  the  remainder  of  the  tillage  is  in  grass.  Corn  yields 
60  to  70  bushels  per  acre;  oats,  60  to  80  bushels;  grass,  2  to  3  tons. 

Experiments  are  always  being  carried  on.  They  are  so  conducted  as  to  be  of  direct 
use  to  the  practical  farmer  as  well  as  to  the  agricultural  scientist. 

Among  the  recent  experiments  have  been  those  respecting  root  feeding,  the  compara- 
tive merits  of  different  corn-meals  and  brans,  early  and  late  cut  hay,  i-ne  preparation  and 
use  of  fertilizers  and  the  value  of  foods. 

Student  labor  is  employed  at  12 1  cents  per  hour,  instruction  being  at  the  same  time 
afforded  in  the  use  of  farm  machinery  and  in  the  experiments  and  work  of  the  farm. 

The  scientific  and  engineering  departments  of  Dartmouth  College,  known  respectively 
as  the  Chandler  Scientific  School  and  the  Thayer  School  of  Engineering,  are  accessible  in 
a  general  way  to  the  students  of  the  Agricultural  College,  and  afford  facilities  for  the 
study  of  the  mechanic  art. 

Mention  of  these  schools  has  been  made  in  this  report  among  the  institutions  grouped 
as  not  endowed  by  the  agricultural  land  grant. 


NEW    JEESEY. 
EUTGEKS  SCIENTIFIC  SCHOOL,  NEW  BRUNSWICK. 

Eutgers  College  is  one  of  the  few  institutions  of  its  kind  which  were  organized  before 
the  revolutionary  war.  Its  life  during  that  period  and  through  many  years  of  the  present 
century  was  surrounded  with  peril.  A  few  decades  only  have  passed  since  its  ultimate 
prosperity  was  assured.  In  the  early  part  of  the  civil  war  the  attention  of  its  officers 
was  called  to  the  importance  of  introducing  scientific  instruction,  and  in  1863  a  new  de- 
partment was  organized  for  this  purpose  and  named  the  Eutgers  Scientific  School.  It 
was  determined  by  the  State  legislature  in  1864  that  this  school  should  receive  the 
benefit  of  the  national  land  grant  of  1862.  The  act  of  the  legislature  directed  the  in- 
terest on  the  proceeds  of  the  land  scrip  to  be  paid  to  the  trustees  of  Eutgers  College,  "to 
be  used  wholly  and  exclusively  for  the  maintenance  of  such  courses  of  instruction  as 
should  carry  out  the  intent  of  the  act  of  Congress,"  i.  e.,  those  relating  to  agriculture 
and  the  mechanic  arts  and  adapted  "to  promote  the  liberal  and  practical  education  of 
the  industrial  classes  in  the  several  pursuits  and  professions  in  life."  It  required  the 
trustees  to  furnish  instruction  free  to  a  designated  number  of  students  from  the  several 
counties  of  the  State;  to  erect  additional  and  adequate  buildings  when  they  should  be- 
come necessary,  without  charge  to  the  State;  and  in  like  manner  to  provide  a  suitable 
tract  of  land,  conveniently  located,  for  an  experimental  farm.  It  also  prescribed  the 
appointment  of  visitors,  made  it  their  duty  to  visit  the  college  at  least  twice  a  year  and 
report  to  the  legislature,  and  gave  them  general  powers  of  supervision  and  control.  Thus 
Eutgers  Scientific  School  became  the  "State  College  for  the  benefit  of  Agriculture  and 
the  Mechanic  Arts." 

The  relations  which  exist  between  the  old  college  proper  and  the  State  college  are  stated 
in  a  recent  account  of  Eutgers  College,  as  follows: 

"The  two  are  served  by  the  same  professors;  their  classes,  though  distinct,  unite  in 
many  subjects  in  the  same  recitations  and  are  known  by  the  same  designations.  The  in- 
terests of  the  two  departments,  in  short,  are  made  to  harmonize  with  and  to  aid  each  other, 
and  the  reciprocal  benefits  derived  from  this  intercommunication  and  union  can  hardly  be 
exaggerated.  The  young  men  in  the  literary  department  are  allowed  to  pursue  practical 
chemistry  by  making  actual  analyses  in  the  laboratory  along  with  the  scientific  students; 
and  the  latter  in  turn  compete  with  the  former  in  elocution  and  composition,  in  mental 
and  moral  philosophy,  in  political  economy  and  constitutional  law,  and  in  biblical  recita- 
tions. The  scientific  students  are  thus  preserved  from  the  narrowing  process  of  a  purely 
technical  education.  They  do,  indeed,  get  enough  of  technical  training  to  prepare  them, 
when  a  little  experience  has  been  added  to  their  theoretical  knowledge,  for  entrance  at 
once  upon  civil  engineering  and  analytical  chemistry  and  into  various  mechanical  and 
industrial  spheres;  but  along  with  this  they  absorb  the  refining  and  liberalizing  influences 
which  spring  from  the  enlarged  culture  alluded  to  above.  In  addition  to  this 

the  students  of  both  departments  join  the  same  literary  societies,  and  thus  confer  upon 
each  other  all  the  advantages  resulting  from  the  generous  emulation  and  contact  of  minds 
engaged  at  many  points  on  different  subjects  and  having  different  objects  of  ambition." 

The  opportunities  for  education  offered  by  the  State  college  have  been  increased  by  the 
extension  of  two  regular  courses  of  study  from  three  to  four  years,  and  by  the  provision 
of  special  agricultural  and  chemical,  and  post-graduate  courses. 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  181 

ENDOWMENT  AND  PROPERTY. 

The  direct  endowment  and  income  of  the  scientific  school  are  derived  from  the  pro- 
ceeds of  the  national  land  grant.  The  land  scrip  received  represented  210,000  acres  and 
was  sold  for  $116,000,55  cents  an  acre.  This  amount  isinvestedin  New  Jersey  State  bonds 
at  6  per  cent,  per  annnm,  and  thus  produces  $6,960  a  year.  This  sum  is  devoted  to  the 
payment  of  salaries.  The  amount  received  from  tuition  fees  is  small,  as  nearly  all  stu- 
dents have  the  benefit  of  the  State  scholarships. 

The  trustees  of  the  college  had  expended  for  the  school  previous  to  1874  $30,000  for  a 
farm,  $50,000  for  buildings,  and  $13,000  for  equipment  and  miscellaneous  expenses. 

The  financial  report  of  the  college  to  the  Bureau  of  Education  for  the  year  ending 
March  31,  1881,  presents  the  following  items: 

Value  of  grounds,  buildings,  andapparatus 1 $400,  000 

Amount  of  productive  funds 303, 129 

Income  from  productive  funds 20,215 

Receipts  from  tuition  fees .._ 3, 270 

FACULTY. 

The  faculty  of  the  Rutgers  Scientific  School  is  composed  of  the  president  (professor  of 
moral  philosophy)  and  professors  of  geology  and  agriculture,  rhetoric,  logic,  and  mental 
philosophy,  mining  and  metallurgy,  history,  political  economy  and  constitutional  law, 
French  and  German,  inorganic  and  organic  chemistry,  mechanics  and  physics,  mathe- 
matics and  engineering,  mathematics  and  graphics,  mathematics  and  astronomy,  analyt- 
ical and  applied  chemistry,  and  military  science  and  tactics,  and  an  assistant  in  analytical 
chemistry.  The  college  has  also  professors  of  the  Latin,  Greek,  and  English  languages 
and  literatures. 

COURSES  OF  STUDY. 

There  are  four  years'  courses  of  study  in  (1)  civil  engineering  and  mechanics  and  (2) 
chemistry  and  agriculture,  two  years'  courses  in  (1)  chemistry  and  (2)  agriculture,  and 
post-graduate  courses. 

The  studies  of  the  two  full  courses  are  the  same  during  the  first  year,  and  are  designed 
to  furnish  either  a  suitable  introduction  to  the  pursuit  of  the  several  courses,  or  a  course 
complete  in  itself,  suitable  for  those  who  desire  to  fit  themselves  for  land  surveying. 
During  the  last  three  years  the  subjects  of  higher  mathematics,  mechanics,  and  engi- 
neering, in  the  engineering  course,  are  replaced  by  analytical  chemistry,  practice  in  the 
laboratory,  and  agriculture  in  the  other  course.  The  studies  of  the  sophomore  year  are 
alike  in  the  two  courses,  except  the  special  professional  branches.  The  common  studies 
are  chemistry,  history,  mental  philosophy,  descriptive  geometry,  shades  and  shadows, 
perspective,  and  the  graphical  solution  of  problems  in  these  subjects  and  in  solid  geom- 
etry and  the  intersection  of  surfaces  and  solids.  The  special  studies  of  the  course  in 
chemistry  and  agriculture  for  this  year  are  qualitative  and  blowpipe  analyses  and  lab- 
oratory practice;  of  the  engineering  course,  railroad  curves,  analytical  geometry,  and 
essays  in  literary  criticism. 

The  junior  year  in  chemistry  and  agriculture  embraces  the  following:  German;  analyt- 
ical chemistry,  by  text  book;  laboratory  practice  and  lectures;  agriculture:  lectures  at 
the  farm,  vegetable  physiology;  natural  philosophy;  history  of  civilization;  political 
economy;  international  law;  constitutional  history  of  United  States;  drawing,  lettering, 
tinting,  with  ink  shading,  flat  and  graded;  constructions;  mineralogy. 

The  senior  embraces  organic,  applied,  and  other  departments  of  chemistry  and  chem- 
ical work;  geology;  principles  of  agriculture:  its  methods  and  products,  animal  physi- 
ology: care  and  management  of  domestic  animals;  laboratory  practice  and  theory;  moral 
philosophy;  drawing;  thesis. 

The  junior  year  in  civil  engineering  and  mechanics  includes  the  following  studies: 
German;  natural  philosophy;  history  of  civilization;  constitutional  history  of  the  United 
States;  political  economy  and  international  law;  differential  and  integral  calculus;  as- 
tronomy; drawing,  lettering,  tinting,  with  ink  shading,  fiat  and  graded;  construction, 
&c. 

The  senior  year  embraces  mechanics;  engineering;  bridge  building;  railway  practice; 
geodesy;  geology;  organic  chemistry  and  chemical  physics;  indeterminate  analysis; 
moral  philosophy;  drawing:  mechanical,  architectural,  and  engineering;  thesis. 

SPECIAL  COURSES. 

The  special  course  in  chemistry  extends  over  two  years.  The  first  year  is  devoted  to 
inorganic  chemistry;  qualitative,  quantitative,  and  blowpipe  analyses;"  chemical  physics; 
stoichiometry;  French;  a  thesis  and  a  journal  of  travel  and  observation. 


182  INDUSTRIAL    EDUCATION   IN    THE    UNITED    STATES. 

The  work  of  the  second  year  includes  organic  and  applied  chemistry;  chemical  physics; 
quantitative  analysis;  assaying;  mineralogy  and  geology;  German,  and  thesis. 

The  special  course  in  agriculture  requires  the  following  studies: 

During  the  first  year,  algebra;  geometrical  problems;  inorganic  chemistry;  physiology 
and  zoology;  geometry;  coloring  and  topographical  drawing;  analytical  chemistry;  min- 
eralogy; bookkeeping;  trigonometry;  mapping;  analytical  chemistry;  botany;  farm  ac- 
counts. 

During  the  second  year,  surveying;  projections;  natural  philosophy;  study  of  domes- 
tic animals;  systematic  agriculture;  navigation  and  nautical  astronomy;  architectural 
drawing;  physics;  geology;  how  crops  grow;  leveling  and  roadinaking;  machine  draw- 
ing; meteorology;  botany;  how  crops  feed.  Composition  and  declamation  throughout 
the  whole  course. 

The  hours  of  lectures  or  recitations  are  four  each  day,  besides  work  in  the  chemical 
laboratory. 

Post-graduate  courses  may  be  arranged  in  chemistry;  geology  and  natural  history; 
geology,  metallurgy  and  engineering;  agriculture;  mathematics  (geodesy,  pure  mathe- 
matics, astronomy,  theoretical  and  applied,  and  the  use  of  physical  apparatus) ;  modern 
languages;  and  political  and  social  science.  Students  completing  a  full  course  of  two 
years,  in  any  two  of  these  lines  of  study,  are  entitled  to  the  degree  of  doctor  of  philos- 
ophy. Those  completing  either  of  the  four  years'  courses  receive  the  degree  of  bachelor 
of  science.  The  practice  of  giving  the  degree  of  master  of  science  as  a  matter  of  course 
to  all  graduates  of  three  years'  standing  has  been  discontinued. 

Partial  students  may  enter  at  any  time  and  elect,  under  the  advice  and  direction  of 
the  faculty,  such  studies  as  they  are  qualified  to  pursue  with  classes  already  formed. 
Such  students  are  required  to  have  their  time  fully  occupied  and  receive  certificates  at  the 
close  of  their  study  showing  the  amount  and  kind  of  work  performed. 

STUDENTS. 

The  number  of  students  in  attendance  at  Rutgers  College  in  1881  was  143.     Of  these 

6  were  post-graduates,  10  special  students,  87  members  of  the  classical  department,  and 
40  in  the  scientific  department,  10  bsing  seniors,  8  juniors,  4  sophomores,  and  18  fresh- 
men.    Nearly  all  the  counties  of  the  State  are  represented  in  this  scientific  school. 
Forty  students  are  admitted  free  of  expense  for  tuition  on  the  recommendation  of  the  t 
superintendent  of  schools,  each  county  having  the  right  to  nominate  a  number  of  can- 
didates proportional  to  its  representation  in  the  legislature. 

In  filling  these  State  scholarships  the  trustees  have,  from  the  first,  interpreted  the  law 
liberally,  and  adopted  the  policy  of  allowing  any  vacant  scholarship  to  be  filled  tem- 
porarily by  applicants  from  another  county,  provided  the  superintendent  of  the  county 
entitled  to  the  scholarship  gives  his  consent.  Tuition  is  habitually  remitted  to  students 
who  are  unable  to  pay  that  in  addition  to  the  other  expenses  of  procuring  an  education. 

GRADUATES. 

The  occupations  of  158  persons  who  have  been  educated  in  the  scientific  school  are 
known  to  b3  as  follows:  Engineering, 47;  business,  32;  manufacturing,  20;  farming,  19; 
teaching,  13;  medicine,  12;  law,  10;  architecture,  5. 

APPLIANCES  AND  COLLECTIONS. 

The  students  in  the  State  college  have  the  freest  access  to  apparatus,  appliances,  library, 
and  all  other  aids  and  agencies  at  the  disposal  of  Rutgers  College.  These  include  a  large 
variety  of  apparatus  to  illustrate  the  domain  of  physics,  and  ample  laboratory  and  other 
appliances  for  the  courses  in  chemistry;  a  large  and  well-lighted  drawing  room;  a  fine 
observatory,  the  gift  of  Daniel  S.  Schanck,  a  two-story  building,  with  revolving  dome, 
containing  a  large  equatorial  telescope,  a  fine  meridian  circle,  sidereal  clock,  and  other 
appliances;  a  museum,  located  in  Geological  Hall,  and  containing  collections  in  mineral- 
ogy, metallurgy,  paleontology,  conchology,  and  geology. 

There  are  special  cabinets  of  minerals,  iron  ores,  and  products,  birds,  fossils,  and  ex- 
isting animals. 

The  general  library,  containing  10,500  volumes  and  4,500  pamphlets,  is  open  to  stu- 
dents. There  are  also  special  collections  numbering  4,300  volumes. 

THE  COLLEGE  FARM. 

The  trustees  of  Rutgers  purchased  for  the  State  College  of  Agriculture  and  Mechanic  Arts 

07  acres  of  land  for  a  college  farm,  at  an  original  cost  for  the  land  of  $16,712.60.     Up  to 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  183 

1873  the  amount  expended  on  this  for  improvements  and  expenses  was  $43,846.06. 
Up  to  the  same  date  $23,386.61  were  received  from  sales. 

The  land  was  in  a  wet  and  unprofitable  condition.  It  has  been  thoroughly  drained 
with  seven  miles  of  under-drains.  The  former  swamps  are  now  the  most  productive 
fields.  The  plans  of  working  have  been  in  the  highest  degree  experimental  and  the  re- 
sults have  been  in  the  best  sense  of  value  to  the  agriculturist. 

The  farm  is  well  equipped  with  buildings,  stock,  and  tools,  and  the  work  done  in  the 
way  of  technics — theoretical  and  practical — is  of  sterling  character. 

The  State  legislature  established  an  agricultural  experiment  station  in  1880  and 
placed  it  mainly  under  the  control  of  the  board  of  visitors  of  the  State  College.  "It  has 
only  just  begun  its  work;  but  it  is  receiving  the  hearty  cooperation  and  support  of  the 
farmers  of  the  State,  and  is  sending  out  to  them  bulletins  containing  the  results  of  an- 
alyses and  investigations  on  fertilizers,  cattle  foods,  fodders,  milk,  &c. ,  thus  stimulating 
them  to  study  their  own  calling  and  to  find  profit  in  it.  The  farm  of  the  Agricultural 
College  affords  the  opportunity  for  making  proper  experiments,  and  the  rooms  of  the 
Scientific  School  and  of  Rutgers  College  furnish  the  places  for  the  necessary  chemical 
laboratories  and  experiments. "  So  that  the  experiment  station  may  be  fairly  consid- 
ered a  part  of  the  Scientific  School,  and  the  3,500  farmers  who  regularly  receive  its 
investigations  and  results  are  its  students.  The  Scientific  School  teaches  the  ' '  branches  of 
learning  related  to  agriculture  and  the  mechanic  arts, ' '  and  the  experiment  station  ap- 
plies that  learning  to  the  practical  operations  of  the  farm. 


NEW   YORK. 

THE  CORNELL  UNIVERSITY,  NEW  YORK  STATE  COLLEGE  OF  AGRICULTURE  AND 

THE  MECHANIC  ARTS. 

[Compiled  from  various  official  sources.] 
HISTORY  AND  OBJECTS. 

The  establishment  of  the  Cornell  University  is  due  to  the  combined  bounty  of  the 
general  government  and  of  Ezra  Cornell. 

Under  the  act  of  July  2, 1862,  the  State  of  New  York  received  for  the  benefit  of  in- 
struction in  agriculture  and  the  mechanic  arts,  scrip  representing  about  990,000  acres 
of  land.  Determining  to  concentrate  the  fund,  it  was  first  offered  to  the  People's  Col- 
lege on  certain  conditions.  Failure  having  been  made  in  the  observance  of  these  condi- 
tions, in  1865  the  State  transferred  the  scrip  to  the  Cornell  University  on  granting  the 
institution  a  charter,  provided  the  university  should  admit  one  student  from  each  as- 
sembly district  without  the  payment  of  tuition  and  that  Mr.  Cornell  should  give  half  a 
million  dollars  as  an  endowment  fund.  This  he  did.  adding  two  hundred  acres  of  valu- 
able farming  lands  contiguous  to  Ithaca  then,  and  making  the  university  from  its  organi- 
zation in  1868  the  object  of  most  generous  benefactions  and  watchful  solicitude  as  long 
as  he  lived.  Besides  gifts  of  cabinets,  libraries,  &c. ,  amounting  to  several  hundred  thou- 
sand dollars,  Mr.  Cornell  bought  from  the  State  the  entire  land  scrip  to  which  the 
university  was  entitled  at  the  price  for  which  a  single  acre  could  be  obtained,  viz,  60 
cents,  agreeing  to  locate  the  scrip  and  sell  the  land,  and,  after  deducting  expenses,  turn 
over  the  balance  to  the  university.  Under  this  arrangement  the  land  was  carefully  se- 
lected and  a  considerable  portion  of  it  has  been  sold  at  $5  an  acre. 

"I  would  found  an  institution  "  (said  Mr.  Cornell)  "  where  any  person  may  find  in- 
struction in  any  study,"  and  the  charter  of  the  university  is  conceived  in  the  same  broad 
spirit.  Providing  that  a  majority  of  the  governing  body  shall  never  be  of  any  one  reli- 
gious denomination  or  of  no  religious  denomination,  the  charter  granted  by  the  State 
left  the  trustees  at  liberty  to  provide  any  instruction  they  might  see  fit  in  addition  to 
that  contemplated  by  the  act  of  Congress  establishing  the  colleges  of  agriculture  and  the 
mechanic  arts.  Women  are  admitted  to  all  courses  on  the  same  terms  as  men,  except 
that  they  must  be  one  year  older.  They  are  not  required  to  drill  or  to  study  military 
tactics. 


184  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

ENDOWMENT. 

The  following  information  has  been  taken  from  the  report  of  the  treasurer  of  the  uni- 
versity for  the  year  ending  June  1,  1881: 

PRODUCTIVE  FUNDS. 

Cornell  endowment  fund $628,  596  61 

Land  scrip  fund 473,  412  87 

Sage  College  endowment 100,  000  00 

Dean  Sage  sermon  fund 30,  000  00 

Sibley  endowment 30, 000  00 

Woodford  medal  fund* 1,  500  00 

Horace  K.  White  prize  fund* 500  00 

Total  amount  of  productive  funds.— 1,  264,  009  48 

OTHER  PROPERTY. 

Real  estate,  exclusive  of  western  lands $689,465  48 

Equipment  of  departments  of  university 253,  509  42 

942,  974  90 

•WESTERN  IANDS. 

Number  of  acres  of  Congressional  land  grant  remaining  unsold  June  1,  1881 : 

Pine  land 271,  952. 23 

Farmland 37,863.53 

Land  from  which  pine  timber  has  been  sold 27,  500.  00 

337,  315.  76 

During  the  year  ending  June  1,  1881,  land  and  timber  were  sold  to  the  amount  of 
|153,278,  the  average  price  of  land  being  nearly  $7  an  acre. 

The  income  from  the  various  funds  reached  $105,435.26;  from  tuition  it  was  $14,750, 
including  rents,  &c. ;  the  total  income  was  $128,182.95.  The  disbursements,  including 
$84,609.94  for  salaries,  amounted  to  $118,987.03. 

FACULTY. 

The  number  and  classification  of  professors  and  instructors  given  in  the  Register, 
printed  in  1882,  were  as  follows:  Whole  number  in  the  faculty,  48:28  resident  pro- 
fessors, 16  assistant  professors,  and  4  non-resident  professors.  In  addition  to  5  instruc- 
tors and  lecturers  not  included  above,  there  were  also  various  university  officers  em- 
ployed as  curators,  assistant  librarians,  &c.  There  were  7  teachers  employed  in  agri- 
culture and  its  related  sciences,  2  in  architecture,  3  in  chemistry,  3  in  ancient  languages 
and  7  in  modern,  5  in  history  and  political  science,  4  in  mathematics,  3  in  civil  engineer- 
ing, 6  in  mechanics  and  physics,  1  in  philosophy  and  1  in  military  science,  1  in  physiol- 
ogy, and  2  in  palaeontology  and  geology. 

STUDENTS. 

The  number  of  students  present  in  1882  was  384,  22  of  them  being  graduate  students. 
The  attendance  is  considerably  less  than  it  was  during  the  earlier  years  of  the  university — 
a  result  in  part,  probably,  of  the  gradual  but  material  elevation  of  the  standard  of  ad- 
mission that  has  been  effected,  and  in  part  of  the  increase  in  the  rate  of  tuition,  which 
is  now  $75  a  year. 

Applicants  for  admission  to  the  university  (who  must  be  at  least  16  if  boys  and  17  if 
girls)  are  examined  in  English  grammar;  political  and  physical  geography;  physiology; 
arithmetic;  algebra,  through  quadratic  equations  and  including  radicals  and  the  theory 
of  exponents;  and  plane  geometry. 

Holders  of  certificates  or  diplomas  issued  by  the  regents  of  the  university  or  the  State 
superintendent,  or  of  diplomas  of  the  State  normal  schools  or  academies  and  high  schools 
whose  requirements  for  graduation  have  been  approved  by  the  faculty,  may  waive  the 
examination  except  as  to  algebra. 

For  admission  to  the  various  courses  of  science,  literature,  arts,  &c.,  further  examina- 
tions are  required  in  French,  German,  Latin,  Greek,  mathematics,  &c. 

%Funds  remaining  in  the  hands  of  donors,  interest  regularly  paid. 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 


185 


Energetic  young  men  desirous  of  defraying  the  expenses  of  their  education  by  means 
of  manual  labor  are  given  work  in  the  printing  office,  on  the  farm,  and  about  the  build- 
ings, for  which  they  are  paid  at  current  rates;  but  after  a  somewhat  extended  trial  of 
the  system,  the  university  authorities  have  reached  the  conclusion  that  the  physical  and 
mental  stamina  of  few  young  men  is  such  that  they  can  safely  pursue  a  course  of  study 
to  advantage  while  providing  entirely  for  their  own  support,  and  they  therefore  encourage 
applicants  to  come  not  wholly  unprovided  for. 

SCHOLABSHIPS. 

In  accordance  with  the  provisions  of  the  act  of  incorporation  1  free  student  from  each 
of  the  128  assembly  districts  is  admitted.  The  certificate  of  scholarship  is  granted  after 
a  successful  competitive  examination,  but  the  usual  entrance  examination  is  not  waived 
in  the  case  of  successful  competitors. 

GRADUATES. 

The  following  table  shows  the  number  of  graduates  and  the  degrees  taken  for  each 
year  since  the  organization  of  the  university  in  1869  to  1881  inclusive: 


Degrees. 

1869. 

1870. 

1871. 

1872. 

1873. 

1874. 

1875. 

1876. 

1877. 

1878. 

1879. 

1880. 

1881. 

A.  B  

8 

8 

7 

4 

17 

4 

8 

8 

5 

9 

7 

12 

18 

115 

A  M 

1 

4 

2 

1 

8 

Agr  B 

2 

2 

1 

1 

2 

1 

3 

8 

20 

Arch  B 

1 

6 

4 

6 

7 

2 

4 

2 

32 

B  C  E 

7 

16 

18 

15 

8 

12 

15 

14 

10 

7 

9 

131 

B  M  E 

3 

1 

5 

6 

7 

12 

5 

3 

3 

45 

B.  S  

8 

16 

88* 

45 

30 

21 

26 

24 

24 

33 

40 

35 

340 

B  V  M 

1 

1 

B  V  S 

1 

1 

2 

C  E 

1 

1 

4 

2 

2 

2 

2 

2 

16 

lit  B 

3 

4 

1 

2 

3 

7 

5 

5 

30 

M  S 

1 

3 

3 

4 

3 

1 

1 

16 

Ph.  B   

7 

9 

9 

6 

3 

5 

3 

8 

2 

4 

4 

60 

Ph  D 

1 

1 

1 

1 

1 

5 

8 

24 

40 

70 

98 

73 

55 

73 

78 

70 

71 

76 

85 

821 

No  information  as  to  advanced  degrees  conferred  in  1880  has  been  available. 

No  record  is  kept  of  the  occupations  of  those  who  have  graduated,  but  the  Ten- Year 
Book  of  the  Cornell  University,  first  published  in  1878,  is  expected  to  give  all  needful 
information  about  graduates. 

SPECIAL  COURSES  OF  STUDY — AGRICULTURE. 


I.  APPLIED  AGRICTTI/rOBE. 

In  applied  agriculture  live  hours  weekly  during  the  fourth  year  are  devoted  to  tech- 
nical instruction  in  all  its  leading  and  most  of  its  minor  branches.  The  student  is  also 
required  to  spend  three  hours  a  day,  two  days  in  each  week,  in  field  practice,  and  in  the 
handling  and  feeding  of  domestic  animals. 

The  instruction  by  lectures  begins  with  the  fourth  year  and  continues  through  three 
terms. 

FIRST  TERM. — Wheat:  Culture,  varieties,  preparation  of  the  soil,  seeding,  injurious 
insects,  harvesting,  threshing,  marketing.  .  Swine:  The  history  of  breeds,  feeding,  gen- 
eral management,  piggeries.  Farm  buildings:  Location,  plans,  material,  construction, 
repairs  and  preservation,  contracts,  liabilities  of  contractors.  Fields:  Shape  and  size. 
Fences  and  gates:  Construction,  number,  kind,  repairs,  durability  of  woods  used.  Farm 
and  public  roads,  bridges,  and  culverts:  Location,  construction,  repairs.  Farms:  Selec- 
tion and  purehase  with  regard  to  remoteness  or  nearness  to  markets,  agricultural  capa- 
bilities, roads,  improvements,  schools,  and  society.  Titles,  deeds,  judgments,  and  mort- 
gages. Farm-yard  manures:  Composition,  manufacture,  preservation,  application.  Com- 
mercial fertilizers:  Composition,  application,  utility. 

SECOND  TERM. — Farm  accounts.  Principles  of  stock  breeding:  Law  of  similarity,  of 
variation  as  caused  by  food,  habit,  and  climate,  atavism,  relative  influence  of  male  and 
female,  prepotency,  sex,  in-and-in  breeding,  crossing  and  out-crossing,  grading  up  or 


186  INDUSTRIAL    EDUCATION   IN    THE    UNITED    STATES. 

breeding  in  hue.  Races  and  breeds:  Pedigrees,  leading  breeds  of  neat  animals  tieated 
as  to  history,  markings,  characteristics,  and  adaptation  to  uses,  soil,  climate,  and  locality. 
Breeding,  feeding,  and  management  of  cattle.  Butter,  cheese,  and  milk  dairies,  and 
beef  production.  Sheep  husbandry  treated  in  detail  same  as  cattle. 

THIED  TEEM. — The  horse:  Breeds  and  breeding,  education,  care,  driving,  stables. 
Farm  drainage:  Mapping  of  drains,  material,  construction,  utility.  Plows  and  plowing. 
Farm  implements  and  machinery:  Use,  care,  and  repairs.  Corn,  oat,  barley,  and  flax  cult- 
ure. Grasses  and  forage  plants.  Weeds  and  their  eradication.  Business  customs,  rights, 
and  privileges.  Notes,  contracts,  and  obligations.  Employment  and  direction  of  laborers. 

II. — AGRICULTURAL  CHEMISTRY. 

The  study  of  agricultural  chemistry  comprises  analytical  practice  in  the  laboratory, 
and  75  lectures,  embracing  the  following  subjects: 

The  general  principles  of  chemical  science,  accompanied  by  introductory  laboratory 
practice;  the  chemistry  of  the  elements  and  their  compounds  that  constitute  soils,  plants, 
and  animals;  agricultural  chemical  investigators  and  their  methods  and  means  of  work- 
ing, and  the  literature  of  agricultural  chemistry;  the  chemistry  of  vegetable  life,  and 
the  production  of  vegetable  substance  in  general;  the  physical  and  chemical  properties 
and  agricultural  resources  of  the  soil ;  tillage,  drainage,  &c. ,  and  amendments  and  ma- 
nures ;  the  composition  of  crops  and  other  materials  used  for  fodder ;  animal  chemistry  and 
nutrition;  fermentation  and  putrefaction;  milk  and  its  manufactured  products  and  resi- 
dues; food,  water,  and  air  in  their  relations  to  human  and  animal  life;  the  chemical 
analysis  of  fodder  and  food;  farm  crops  and  their  manufactured  products  and  residues. 

The  analysis  of  agricultural  materials  and  products  is  treated  in  a  course  of  chemical 
practice. 

m.— ECONOMIC  ENTOMOLOGY. 

The  course  of  twenty  lectures  presents  the  characteristics  of  the  orders  of  insects, 
the  more  important  families,  and  the  species  which  are -injurious,  beneficial,  or  otherwise 
especially  interesting.  The  lectures  are  illustrated  by  specimens  of  the  stages  and  works 
of  insects,  and  due  prominence  is  given  to  the  practical  treatment  of  forms  having  an 
economic  importance. 

In  the  laboratory  and  field  practice,  students  are  instructed  in  all  kinds  of  practical 
entomological  work,  involving  drawings  and  notes  of  observations,  with  methods  of  col- 
lecting, breeding,  destroying,  preserving,  arranging,  &c. 

IV.— HORTICULTURE. 

The  instruction  comprises  two  courses  of  lectures  during  the  first  term,  supplemented 
by  experimental  or  practical  work. 

In  the  third  year  there  is  a  course  of  lectures  on  arboriculture  and  landscape  gardening; 
in  the  fourth,  one  on  the  principles  of  horticulture. 

Additional  time  is  given  to  experimental  work  in  the  garden  or  conservatories.  The 
instruction  in  botany,  both  in  the  laboratory  and  in  the  several  courses  of  lectures,  is 
intended  to  afford  a  scientific  basis  for  the  special  instruction  given  in  horticulture. 

V.— VETERINARY  SCIENCE. 

The  regular  course  for  students  in  agriculture,  natural  history,  &c. ,  embraces  five 
lectures  a  week  during  an  entire  academic  year;  laboratory  work  on  the  bones,  plastic 
models,  pathological  preparations,  and  parasites  of  domestic  animals;  clinical  instruction 
on  cases  occurring  in  practice. 

FIEST  TEEM. — Lectures  on  the  anatomy  and  physiology  of  the  animals  of  the  farm. 
Attention  is  given  to  the  principles  of  hygiene  as  affected  by  genus,  breed,  climate,  soil, 
exposure,  buildings,  ventilation,  drainage,  food,  and  water;  to  the  varying  anatomical 
peculiarities  which  imply  special  aptitude  for  particular  uses;  to  the  data  for  determining 
age;  to  the  principles  of  breeding,  of  shoeing,  &c. 

SECOND  TEEM. — Lectures  on  general  comparative  pathology;  on  specific  fevers  and  other 
contagious  diseases;  on  the  parasites  and  parasitic  diseases  of  domestic  animals;  and  on 
constitutional  diseases.  An  important  feature  in  this  course  is  the  subject  of  veterinary 
sanitary  science  and  police,  embracing  as  it  does  the  prevention  of  animal  plagues  by 
legislative  and  individual  action,  the  improvement  of  unhealthy  localities,  and  th3  de- 
struction of  animal  poisons  and  parasites  which  are  intercommunicable  between  man  and 
the  domestic  animals. 

THIED  TEEM. — Lectures  on  the  local  diseases  of  the  various  systems  of  organs  in  the 
different  animals  and  on  veterinary  surgery. 

Opportunities  are  afforded  to  students  who  desire  it  to  pursue  the  study  of  veterinary 
medicine  and  surgery  further  than  is  provided  for  in  the  regular  courses  of  study. 


INDUSTRIAL   EDUCATION    IN   THE   UNITED    STATES.  187 

THE  COURSES  IN  AGRICULTURE. 
I.— A  FOUR  YEARS'  COURSE. 

(Leading  to  the  degree  of  bachelor  of  agriculture.) 
First  year. 

FIRST  TERM. — French  or  German,  5;  rhetoric,  2;  geometry  and  conic  sections,  5;  free- 
hand drawing,  3;  hygiene,  6  lectures. 

SECOND  TERM. — French  or  German,  5;  rhetoric,  2;  algebra,  5;  free-hand  drawing,  3. 

THIRD  TERM. — French  or  German,  5;  rhetoric,  2;  trigonometry,  5;  general  chemistry 
and  laboratory  work,  lectures,  3. 

Second  year. 

FIRST  TERM. — French  or  German,  3;  agricultural  chemistry,  5;  zoology,  lectures  and 
laboratory  work  (vertebrates),  3;  anatomy,  laboratory  work,  2.  Elective,  3. 

SECOND  TERM. — French  or  German,  3;  agricultural  chemistry,  lectures,  4;  chemistry, 
qualitative  analysis,  5;  anatomy,  laboratory  work,  2,  Elective,  2. 

THIRD  TERM. — French  or  German,  3;  land  surveying,  4;  botany,  lectures,  3,  field  work, 
2;  entomology,  lectures,  2,  laboratory  work,  2. 

Third  year. 

FIRST  TERM. — Experimental  mechanics  and  heat,  3;  compositse  and  gramineae,  2;  ar- 
boriculture and  landscape  gardening,  2;  entomology,  3;  veterinary  anatomy  and  physi- 
ology, 5. 

SECOND  TERM. — Electricity  and  magnetism,  3;  chemistry,  quantitative  analysis,  4; 
•vegetable  physiology,  3;  vegetable  histology,  2;  veterinary  pathology,  sanitary  science 
and  parasites,  5. 

THIRD  TERM. — Acoustics  and  optics,  3;  chemistry,  quantitative  analysis,  9;  veterinary 
medicine  and  surgery,  5. 

Fourth  year. 

FIRST  TERM. — Agriculture,  lectures,  5;  field-work,  3;  botany  (fungi),  4;  horticulture, 
lectures,  2;  geology,  3. 

SECOND  TERM. — Agriculture,  lectures,  5;  field-work,  2;  systematic  and  applied  botany, 
3.  Elective,  5. 

THIRD  TERM. — Agriculture,  lectures,  3,  field-work,  3;  building  materials  and  construc- 
tion, 2;  American  law,  5. 

ii. — A  THREE  YEARS'  COURSE. 

(Not  leading  to  a  degree.) 
First  year. 

FIRST  TERM. — Geometry  and  conic  sections,  5;  free-hand  drawing,  3;  agricultural, 
chemistry,  lectures,  5,  laboratory  work,  3. 

SECOND  TERM. — Algebra,  5;  agricultural  chemistry,  lectures,  4,  laboratory  work,  6. 

THIRD  TERM. — Trigonometry,  5;  botany,  lectures,  3,  field-work,  2;  entomology,  lect- 
ures, 2,  laboratory  work,  2. 

Second  year. 

FIRST  TERM. — Experimental  mechanics  and  heat,  3;  composite  and  graminese,  2;  ar- 
boriculture and  landscape  gardening,  2;  geology,  3;  veterinary  anatomy  and  physiology,  5. 

SECOND  TERM. — Electricity  and  magnetism,  3;. chemistry,  laboratory  work,  4;  vege- 
table physiology,  3;  vegetable  histology,  2;  veterinary  pathology,  sanitary  science,  and 
parasites,  5. 

THIRD  TERM. — Acoustics  and  optics,  3;  land  surveying,  4;  chemistry,  laboratory  work, 
4  5  veterinary  medicine  and  surgery,  5. 

Third  year. 
The  same  as  the  fourth  year  of  the  four  years'  course. 

MECHANIC  ARTS. 

Each  student  in  this  department  is  required  to  devote  two  hours  a  day  to  work  in  the 
shop;  but  such  students  as  have,  before  entering,  acquired  sufficient  practical  knowledge 


188  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

are  admitted  to  advanced  standing.  Attendance  is  required  upon  ten  lectures  or  recita- 
tions a  week,  or  their  equivalent,  in  addition  to  two  hours  daily  drawing,  two  hours 
daily  shop-work,  and  the  passing  of  the  examinations  at  the  close  of  each  term. 

THE  COURSE  IN  MECHANIC  ARTS. 

(Leading  to  the  degree  of  bachelor  of  mechanical  engineering.) 
First  year. 

FIRST  TEEM. — German,  5;  geometry  and  conic  sections,  5;  freehand  drawing,  3;  shop 
work,  3. 

SECOND  TERM. — German,  5;  algebra,  5;  freehand  drawing,  3;  shop  work,  3. 
THIRD  TERM. — German,  5;  trigonometry,  5;  geometrical  drawing,  3;  shop  work,  3. 

Second  year. 

FIRST  TERM. — German,  3;  rhetoric,  2;  analytical  geometry,  5;  experimental  mechanics 
and  heat,  3;  shop  work,  3. 

SECOND  TERM. — German,  3;  rhetoric,  2;  calculus,  5;  electricity  and  magnetism,  3; 
shop  work,  3. 

THIRD  TERM. — Calculus,  5;  descriptive  geometry,  text  and  drawing,  4;  mechanical 
drawing,  2;  building  materials,  3;  shop  work,  3. 

Third  year. 

FIRST  TERM. — Calculus  and  analytical  geometry,  5;  descriptive  geometry,  text  and 
drawing,  6;  mechanism,  3;  shop  work,  3. 

SECOND  TERM. — Mechanics  of  engineering,  5;  mechanism,  3;  physics,  laboratory  work, 
8;  chemistry,  3;  shop  work,  3. 

THIRD  TERM. — Mechanics  of  engineering,  5;  mechanical  drawing,  with  shades,  tint- 
ing, and  perspective,  3;  physics,  laboratory  work,  3;  chemistry,  3;  shop  work,  3. 

Fourth  year. 

FIRST  TERM. — Mechanics  of  engineering,  5;  mechanical  and  working  drawings,  3; 
physics,  laboratory  work,  3;  steam  engine,  3;  shop  work.  3. 

SECOND  TERM. — Mechanical  drawing,  4;  steam  engine,  3;  metallurgy,  2;  experimental 
work  with  indicators,  governors,  pumps,  and  injectors,  3;  shop  work,  3. 

THIRD  TERM. — Graphical  statics,  3;  field  practice  and  the  use  of  instruments,  3;  in- 
dustrial chemistry,  3;  technical  reading  and  preparation  of  thesis,  3;  shop  work,  3. 

Graduate  course. 

FIRST  TERM. — Machines  for  regulating,  counting,  &c.,  3;  mechanical  or  physical  ex- 
periments, or  chemistry,  3;  riparian  laws,  contracts,  Patent-Office  laws,  &c.,  2.  Elec- 
tive, 7. 

SECOND  TERM. — Machines  for  change  of  form,  3;  mechanical  or  physical  experiments, 
or  chemistry,  3;  technical  reading,  2.  Elective,  7. 

THIRD  TERM. — Locomotive  machines,  hoists,  cranes,  &c.,  3;  mechanical  or  physical 
experiments,  or  chemistry,  3;  shop  systems  and  accounts,  2.  Elective,  7. 
*  The  elective  studies  are  hydraulics,  assaying,  mineralogy  and  blowpipe  analysis,  chem- 
ical laboratory  practice,  physics  (acoustics  and  optics),  motors  other  than  steam,  archi- 
tecture, civil  engineering,  shop  work,  mathematics,  botany,  French,  rhetoric,  history, 
literature. 

MILITARY  SCIENCE. 

The  practical  military  exercises  include: 

Infantry  tactics. — To  comprise  the  schools  of  the  soldier,  company,  and  battalion;  with 
skirmishing,  the  forms  of  parade,  and  the  duties  of  guards. 

Artillery  practice. — To  comprise  at  least  the  school  of  the  piece  and  section  for  the  field 
guns,  with  such  further  artillery  instruction  as  may  be  found  practicable. 

Special  exercises. — To  comprise  recitations  at  such  times  as  may  be  prescribed. 

The  advanced  course  of  instruction  in  military  science  is  optional,  and  is  open  to  all 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  189 

undergraduates  and  to  such  special  students  as  have  sufficient  scientific  and  practical 
preparation. 

It  requires  an  attendance  upon  a  class  exercise  or  lecture  of  one  hour  on  three  days  of 
the  week  during  one  year.  The  subjects  are: 

Military  engineering. — To  comprise  the  principles  of  military  topography;  the  effect  of 
projectiles;  the  principles  of  fortification,  with  their  application  to  field  works;  military 
mining;  the  attack  and  defense  of  works;  and  the  construction  of  military  roads  and 
bridges. 

T/ie  art  of  war. — To  comprise  the  history  and  principles  of  special  tactics;  the  organi- 
zation of  armies,  with  some  account  of  the  administrative  arrangements  of  our  own  army; 
strategy;  grand  tactics;  and  accessory  operations  of  war. 

Military  law. — To  comprise  the  origin,  principles,  and  limitations  of  military  law;  the 
nature  and  force  of  the  articles  of  war  and  the  general  regulations  for  the  army;  a  sum- 
mary of  the  rules  of  evidence;  the  constitution,  jurisdiction,  and  procedure  of  courts- 
martial,  courts  of  inquiry,  military  commissions,  and  military  boards. 

ARCHITECTURE. 

The  course  in  architecture  is  so  arranged  as  to  give  the  student  instruction  in  all  sub- 
jects which  he  should  understand  in  order  to  enter  upon  the  practice  of  the  art. 

The  instruction  is  given  by  means  of  lectures  and  practical  exercises.  Its  object  is  not 
merely  to  develop  the  artistic  powers  of  the  student,  but  to  lay  that  foundation  of  knowl- 
edge without  which  there  can  be  no  true  art.  Drawing  is  taught  during  the  first  two 
years,  and  afterwards  thoroughly  used  and  applied  in  mechanics,  stereotomy,  and  de- 
signing. 

Architectural  mechanics  occupies  a  part  of  each  term  for  one  year.  The  lectures  are 
each  supplemented  by  at  least  two  hours  of  work  on  problems.  In  developing  the  subjects 
and  in  solving  problems  analytical  methods  are  used,  but  for  practical  use  special  atten- 
tion is  paid  to  the  application  of  graphical  statics. 

The  study  of  the  history  of  architecture  and  the  development  of  the  various  styles  runs 
through  five  terms.  The  lectures  are  illustrated  by  photographs,  engravings,  drawings, 
casts,  and  models. 

Proper  attention  is  paid  to  acoustics,  ventilation,  heating,  decoration,  contracts,  and 
specifications.  The  whole  ground  of  education  in  architecture,  practical,  scientific,  his- 
torical, and  aesthetic,  is  covered  as  completely  as  is  practicable  in  a  four  years'  course. 

THE  COURSE  IN   ARCHITECTURE. 

(Leading  to  the  degree  of  bachelor  of  architecture.) 
First  year. 

FIRST  TERM. — French  or  German,  5;  rhetoric,  2;  geometry  and  conic  sections,  5;  free- 
hand drawing,  3;  linear  drawing,  1;  hygiene,  six  lectures. 

SECOND  TERM. — French  or  German,  5;  rhetoric,  2;  algebra,  5;  freehand  drawing,  3; 
projection  and  tinting,  1. 

THIRD  TERM. — French  or  German,  5;  trigonometry,  5;  descriptive  geometry,  text  and 
drawing,  4;  botany,  3. 

Second  year. 

FIRST  TERM. — French  or  German,  3;  composition  and  elocution,  1;  analytical  geom- 
etry, 5;  descriptive  geometry,  text  and  drawing,  6;  experimental  mechanics  and  heat,  3. 

SECOND  TERM. — French  or  German,  3;  composition  and  elocution,  1;  calculus,  5;  draw- 
ing, 3;  electricity  and  magnetism,  3;  chemistry,  lectures,  3. 

THIRD  TERM. — French  or  German,  3;  composition  and  elocution,  1;  drawing,  3; 
acoustics  and  optics,  3;  chemistry,  lectures,  3;  building  materials  and  construction,  3.  » 

Third  year. 

FIRST  TERM. — Mechanics,  strength  of  materials,  3;  shades,  shadows,  and  perspective, 
3;  drawing,  3;  Egyptian,  Greek,  and  Roman  architecture,  3;  designing,  4. 

SECOND  TERM. — Mechanics,  trusses,  3;  Byzantine  and  Romanesque  architecture,  5; 
designing,  3;  construction,  2;  lithology  and  determinative  mineralogy,  2. 

THIRD  TERM. — Mechanics,  arches,  3;  freehand  drawing,  3;  Gothic  architecture,  5; 
designing,  3;  construction  2. 

Fourth  year. 

FIRST  TERM. — Renaissance  architecture,  3;  decoration,  3;  designing,  6;  stereotomy,  3. 
SECOND  TERM.— Modern  architecture,  3;  designing,  4;  stereotomy,  applied  to  stone- 
cutting,  5;  economic  geology,  3. 


190  INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 

THIRD  TFRM. — Decoration,  acoustics,  ventilation,  warming,  professional  practice, 
measurinfr.  contracts,  specifications,  &c.,  5;  designing,  7. 

CIVIL  ENGINEERING. 

The  instruction  is  given  by  means  of  lectures  and  recitations,  with  drawing  and  field 
and  laboratory  practice.  The  field  work  embraces  the  usual  operations  and  the  more  re- 
sent methods  of  land,  railroad,  and  subterranean  surveying,  together  with  hydrography 
and  geodetic  practice;  and  since  1874  the  department  of  civil  engineering  has  been  en- 
gaged in  the  surveys  of  the  hydrographic  basin  of  Central  New  York  as  a  contribution  to 
the  geodetic  surveys  of  the  United  States  Government. 

Laboratory  practice  is  provided  in  chemistry,  mineralogy,  metallurgy,  geology,  phys- 
ics, and  civil  engineering. 

The  students  of  this  department  receive  instruction  in  an  extended  course  of  mechan- 
ics as  applied  to  engineering,  and  their  professional  preparation  comprises  the  follow- 
ing subjects:  The  location  and  construction  of  railroads,  canals,  and  waterworks;  the 
construction  of  foundations  in  water  and  on  land  and  of  superstructures  and  tunnels; 
the  surveys,  improvements,  and  defenses  of  coasts,  harbors,  rivers,  and  lakes;  the  deter- 
mination of  astronomical  coordinates;  the  application  of  mechanics,  graphical  statics, 
and  descriptive  geometry  to  the  constructions  of  the  various  kinds  of  right  and  oblique 
arch  bridges,  roofs,  trusses,  and  suspension  bridges;  the  design,  construction,  and  appli- 
cation of  wind  and  hydraulic  motors;  air,  electric,  and  heat  engines,  and  pneumatic 
works;  the  drainage  of  towns  and  the  reclaiming  of  lands;  the  preparation  of  plans  and 
specifications,  and  the  proper  selection  and  tests  of  the  materials  used  in  constructions. 
As  a  part  of  their  instruction,  students  have  frequent  practice  in  the  preparation  of  papers 
on  subjects  of  professional  importance. 

An  elementary  course  of  lectures  is  given  in  engineering  and  mining  economy,  finance, 
and  jurisprudence. 

To  meet  the  growing  demand  for  special  training,  a  five  years'  course  has  been  arranged 
allowing  considerable  option  and  diversity  of  studies  to  students  wishing  to  pursue  spe- 
cial lines  of  study  in  bridge  architecture,  or  in  railroad,  mining,  topographical,  sanitary, 
geographical,  electrical,  or  industrial  engineering.  This  course  also  offers  lines  of  con- 
tinuous study  of  a  historical,  literary,  or  scientific  character,  which  may  alternate  with 
the  prescribed  studies,  and  with  architecture,  general  science,  and  technology. 

THE  COURSES  IN  CIVIL  ENGINEERING. 

i. — A  FOUR  YEARS'  COURSE. 
(Leading  to  the  degree  of  bachelor  of  civil  engineering.) 

First  year. 

FIRST  TERM. — French  or  German,  5;  rhetoric,  2;  geometry  and  conic  sections,  5;  free- 
hand drawing,  3;  hygiene,  6  lectures. 

SECOND  TERM.— French  or  German,  5;  rhetoric,  2;  algebra,  5;  freehand  drawing,  3; 
linear  drawing,  2. 

THIRD  TERM. — French  or  German,  5;  trigonometry,  5;  descriptive  geometry,  text 
and  drawing,  4;  botany,  3. 

Second  year. 

FIRST  TERM.— French  or  German,  3;  analytical  geometry,  5;  descriptive  geometry, 
text  and  drawing,  6;  experimental  mechanics  and  heat,  3. 

SECOND  TERM. — French  or  German,  3;  calculus,  5;  pen  topography,  2;  tinting  and 
shading,  2;  electricity  and  magnetism,  3;  chemistry,  2. 

THIRD  TERM. — Calculus,  5 ;  land  surveying,  4 ;  acoustics  and  optics,  3  ;  chemistry, 
3;  technical  essays,  1. 

Third  year. 

FIRST  TERM. — Calculus,  5;  shades,  shadows,  and  perspective,  3;  topographical  map- 
ping and  sketching,  2;  lettering,  1;  cinematics,  or  physics,  laboratory  work,  3;  techni* 
cal  essays,  1. 

SECOND  TERM.— Mechanics  of  engineering,  5;  detail  drawing  and  graining,  2;  physics, 
laboratory  work,  3;  mineralogy  or  metallurgy,  2;  geology,  3. 

THIRD  TERM. — Mechanics  of  engineering,  5  ;  railroad  surveying,  5  ;  colored  topog- 
raphy, 3;  lettering,  2. 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  191 

Fourth  year. 

FIRST  TERM. — Mechanics  of  engineering,  5;  spherical  astronomy,  5;  practical  astron- 
omy, night  observations,  2;  Egyptian,  Greek,  and  Roman  architecture,  or  physics,  labo- 
ratory work,  3;  stereotomy  and  original  problems,  3;  civil  engineering,  2;  technical 
essays,  1. 

SECOND  TEEM. — Hydraulics,  5;  higher  geodesy,  5;  mineralogy  or  metallurgy,  2;  stone- 
cutting  and  original  problems  and  practice,  5. 

THIRD  TERM. — Hydrauli«  motors,  2;   civil  engineering,  3;  engineering  economy,  2; 
bridge  stresses,  5;  hydrographic  surveying,  chart-making,  and  geodesy,  field  work,  3^ 
preparation  of  thesis. 

Students  in  the  courses  in  civil  engineering  are  required  to  write  memoirs  upon  pro- 
fessional subjects  of  their  own  selection,  before  the  close  of  the  spring  term,  and  these 
memoirs  are  presented  on  the  first  Friday  of  the  following  term.  The  memoir  of  the  last 
two  years  must  contain  original  investigations. 

ii.— A  FIVE  YEARS'  COURSE. 
(Leading  to  the  degree  of  civil  engineer. ) 

The  first  four  years  are  the  same  as  in  the  four  years'  course.  The  choice  of  electives  in 
the  fifth  year  is  subject  to  the  approval  of  the  dean  of  the  department. 

Students  in  the  fifth  year  pay  no  tuition  fees  and  have  all  the  privileges  of  resident 
graduates. 

Fifth  year. 

FIRST  TERM. — Riparian  rights  and  law  of  contracts,  3;  bridge  construction  and  de- 
tails, 3;  projects,  designs,  and  specifications,  3. 

Elective,  9:  Greek  history,  2;  modern  history,  3;  psychology,  2;  American  history, 
2  or  3;  physiology  and  zoology,  5;  languages,  2;  technical  reading,  2;  renaissance  archi- 
tecture, 3;  chemistry,  laboratory  work,  3;  engineering,  laboratory  work,  3;  physics,  lab- 
oratory work,  3;  rock  drills  and  air  compressors,  3;  the  steam  engine,  3;  mining  proj- 
ects, 3;  geology,  3;  industrial  chemistry,  3;  mathematics,  3. 

SECOND  TERM. — River  and  harbor  improvements,  3;  advanced  astronomy  and  geodesy, 
3;  technical  reading,  2;  projects,  designs,  and  specifications,  2. 

Elective,  8:  Roman  history,  2;  American  history,  2  or  3;  political  economy,  2;  lan- 
guages, 2;  pure  or  applied  mathematics,  5;  zoology,  3;  metallurgy  or  mineralogy,  3; 
chemistry,  laboratory  work,  3;  engineering,  laboratory  work,  3;  physics,  laboratory 
work,  3;  Romanesque  architecture,  3;  the  steam  engine,  3;  mining  projects,  2;  indus- 
trial chemistry,  3;  geology,  3. 

THIRD  TERM. — Sanitary  engineering,  3;  locomotive  machines,  etc.,  3;  projects,  de- 
signs, and  specifications,  2. 

Elective,  6:  Roman  history,  2;  modern  history,  3;  American  history,  2  or  3;  lan- 
guages, 3;  pure  or  applied  mathematics,  4;  historical  or  technical  reading,  3;  geology, 
3;  chemistry,  laboratory  work,  3;  engineering,  laboratory  work,  3;  physics,  laboratory 
work,  3;  Gothic  architecture,  3;  pumps  and  small  machinery,  2;  industrial  chemistry,  3  j 
mining  projects,  4;  arch  ribs,  3;  geodesy,  field  work. 

MINING  ENGINEERING. 

Although  no  department  of  mining  engineering  has  yet  been  formally  established,  all 
the  main  instruction  required  by  a  mining  engineer  is  now  given,  as  follows:  The  pro- 
fessor of  civil  engineering  and  his  associates  pay  special  attention  to  the  needs  of  those 
intending  to  connect  themselves  with  the  mining  industries,  giving  lectures  on  tunneling 
and  on  the  theory  and  practice  of  such  constructions  as  are  common  to  the  professions  of 
the  civil  and  mining  engineer.  The  professor  of  mechanical  engineering  and  his  associates 
pursue  a  like  course,  giving  instruction  in  mining  machinery.  The  professors  of  general 
chemistry  and  mineralogy,  of  analytical  cliemistry,  and  of  industrial  chemistry  give  in- 
struction in  metallurgy,  assaying,  chemical  analysis,  and  cognate  subj  ects.  The  professors 
of  geology  and  paleontology  give  instruction  in  the  theory  and  classification  of  ores  and 
in  those  branches  relating  to  chemical  geology. 

It  is  intended,  at  an  early  day,  to  supplement  the  existing  force  by  the  appointment 
of  such  additional  professors  and  lecturers  as  are  necessary  to  the  establishment  of  a  min- 
ing school  for  the  most  advanced  work,  both  as  regards  theory  and  practice.  As  it  is,  the 
university,  by  its  existing  provision  in  the  departments  named  above,  is  enabled  to  give 
such  instruction  that  a  student  graduating  in  them  can,  in  a  very  short  time,  make  him- 


192  INDUSTRIAL   EDUCATION   IN   THE    UNITED   STATES. 

self  acquainted  with  the  practical  processes;  and,  in  all  probability,  by  the  time  £,n^ 
student  now  entering  the  existing  departments  shall  be  sufficiently  advanced  to  need 
instruction  in  the  more  elaborate  special  processes  connected  with  mining,  provision  will 
have  been  fully  made  to  give  it. 

I'EEEHAND  DRAWING. 

Instruction  in  freehand  drawing  is  given  by  means  of  lectures  and  general  exercises 
£»  om  the  black-board,  from  flat  copies,  and  from  models.  The  work  embraces  a  thorough 
training  of  the  hand  and  eye  in  outline  drawing,  elementary  perspective,  model  and  ob- 
ject drawing,  drawing  from  casts,  and  sketching  from  nature. 

The  efltort  is  to  render  the  student  familiar  with  the  fundamental  principles  underlying 
this  art,  and  to  enable  him  to  represent  any  object  he  may  desire  correctly  and  rapidly. 
The  course  is  largely  industrial,  and  the  exercises  are  arranged,  as  far  as  possible,  with 
special  reference  to  the  drawing  required  in  the  work  of  the  different  departments. 

All  students  in  the  departments  of  agriculture,  architecture,  civil  engineering,  me- 
chanic arts,  mathematics,  and  natural  history  devote  two  hours  a  day  to  freehand  draw- 
ing during  the  first  two  terms  of  the  first  year;  and  students  in  architecture,  in  addition, 
two  hours  a  day  during  one  term  of  the  second  and  one  term  of  the  third  year.  Students 
in  the  other  courses  may  take  drawing  as  an  elective  study. 

MATHEMATICS  AND  ASTEONOMY. 

Undergraduates  in  all  the  regular  courses  except  natural  history  have  the  mathematics 
of  the  first  year,  namely,  geometry,  algebra,  and  trigonometry;  those  in  mechanic  arts, 
architecture,  and  civil  engineering  have  two  or  four  terms  of  analytical  geometry  and 
calculus;  those  in  most  of  the  general  scientific  courses  have  analytical  geometry  and  as- 
tronomy; and  all  students  have  the  privilege  of  electing  these  and  the  higher  branches. 
The  full  course  is  designed  for  those  intending  to  teach  mathematics  in  academies  and 
colleges,  or  to  use  it  as  an  instru  nent  of  investigation.  Most  of  the  studies  are  either 
directly  mathematical  or  closely  connected  with  mathematics.  Substitutes  are  allowed 
for  nearly  all  others,  so  that  no  iixact  course  is  actually  pursued  by  students  of  mathe- 
matics. 

PHYSICS. 

The  instruction  comprises  a  general  course  of  lectures  designed  as  an  introduction  to  the 
study  of  the  subject,  an  elementary  laboratory  course,  designed  to  give  a  general  knowl- 
edge of  the  science,  and  an  advanced  laboratory  course. 

The  general  course  occupies  one  year,  the  exercises  consisting  of  two  experimental  lect- 
ures and  one  recitation  weekly.  The  subjects  are  pursued  as  follows:  first  term,  experi- 
mental mechanics  and  heat;  second  term,  electricity  and  magnetism;  third  term,  acous- 
tics and  optics.  A  knowledge  of  mathematics  through  plane  trigonometry  is  required  for 
registration  in  either  of  the  subjects;  and  for  registration  in  electricity  and  magnetism. 
and  in  acoustics  and  optics  a  knowledge  of  experimental  mechanics  and  heat  is  also  re- 
quired. 

The  elementary  laboratory  course  consists  of  a  series  of  simple  experiments  arranged  to 
perfect  and  fix  the  student's  knowledge  of  physical  facts  and  laws,  and  at  the  same  time 
give  him  some  experience  in  physical  manipulation.  The  course  occupies  seven  and  one- 
half  hours  a  week  (equivalent  to  three  hours  of  lectures)  for  one  year. 

Students  are  admitted  to  the  laboratory  to  pursue  only  such  subjects  as  they  have  com- 
pleted in  the  general  course  of  lectures. 

The  advanced  laboratory  course  consists  of  a  series  of  experiments  for  the  establishment 
of  physical  laws  and  the  determination  of  constants.  Many  of  these  experiments  involve 
the  most  refined  methods  of  measurement.  Students  entering  this  course  are  expected 
to  devote  to  it  at  least  seven  and  a  half  hours  a  week.  They  may  enter  for  one  or  more 
terms  at  their  option,  and  may,  within  certain  limits,  elect  the  line  of  work  they  wish  to 
pursue.  Special  students  will  d  evote  a  part  of  their  time  to  an  original  investigation. 

CHEMISTRY  AND  MINEEALOGY. 

I 
I.— DESCRIPTIVE  AND  THEORETICAL  CHEMISTRY. 

The  instruction  begins  with  lectures  on  inorganic  chemistry.  Three  lectures  a  week 
are  given  on  the  theoretical  principles  and  the  general  study  of  the  chemistry  of  inorganic 
bodies.  During  the  first  term  of  the  third  year  a  course  of  lectures  is  given  on  the  chem- 
istry of  organic  bodies. 


INDUSTRIAL   EDUCATION"  IN   THE   UNITED    STATES.  193 

For  laboratory  instruction  in  this  branch  of  the  subject  a  course  of  introductory  prac- 
tice is  given  in  the  third  term  of  the  second  year.  This  introductory  practice  consists  in 
the  performance  by  the  student  of  a  series  of  experiments  illustrating  the  more  important 
general  principles  of  the  science.  The  details  of  the  manipulation  of  each  experiment  are 
carefully  described,  but  the  results  to  be  obtained  are  not  given.  For  the  better  culti- 
vation of  the  student's  powers  of  observation  he  is  required  to  observe  and  describe  these 
results  for  himself,  and  trace  their  connection  with  the  principles  which  they  are  intended 
to  illustrate. 

The  instruction  in  theoretical  chemistry  is  continued  in  the  course  in  chemistry  and 
physics  by  recitations  in  chemical  philosophy  and  by  lectures  on  organic  chemistry. 

Metallurgy  and  mineralogy. — During  the  second  term  two  lectures  a  week  are  devoted 
to  each  of  these  subjects  in  alternate  years.  The  course  in  metallurgy  is  intended  to 
give  the  students  in  the  technical  courses  a  general  idea  of  fuels,  ores,  and  the  most  im- 
portant methods  of  extracting  the  various  metals  which  are  especially 'used  in  construc- 
tion, the  metallurgy  of  iron  claiming  naturally  the  most  attention.  A  certain  amount 
of  laboratory  work  in  blowpipe  analysis,  with  practice  in  the  identification  of  crystalline 
forms,  is  required  in  connection  with  the  lectures  on  mineralogy. 

II.— ANALYTICAL  CHEMISTRY. 

The  course  in  analytical  chemistry,  beginning  in  the  second  year,  comprises  qualitative 
and  quantitative  analysis  both  in  the  wet  way  and  in  the  dry  way  (blowpipe  analysis 
and  assaying),  and  is  adapted  in  respect  to  length  and  completeness  to  the  special  course 
of  study  the  student  is  pursuing. 

In  the  course  of  chemistry  and  physics,  leading  to  the  degree  of  B.  s. ,  the  qualitative 
analysis  in  the  wet  way  and  the  blowpipe  analysis  are  taken  in  the  first  two  terms,  be- 
ginning with  the  second  term  of  the  second  year.  This  work  may  or  may  not,  according 
to  the  proficiency  attained  in  these  two  terms,  extend  into  the  following  term.  In  con- 
nection with  the  quantitative  work,  which  occupies  at  least  a  large  part  of  the  time 
devoted  to  chemical  practice  in  the  third  and  fourth  years  of  this  course,  some  practice  in 
qualitative  analysis  is  continued. 

The  quantitative  work  begins  with  general  practice  in  the  determination  of  bases  and 
acids  by  gravimetric  and  volumetric  methods,  after  which  follow  the  analysis  of  miner- 
als, ores,  and  technical  products  in  the  wet  way,  and  dry  assaying,  organic  ultimate  and 
proximate  analysis,  the  analysis  of  gaseous  mixtures,  the  chemical  examination  of  waters- 
and  articles  of  food,  spectroscopic  analysis,  the  preparation  of  substances,  and,  finally,  the 
thesis  for  graduation,  to  which  most  of  the  time  of  the  last  two  terms  of  the  course  should 
be  devoted. 

In  the  course  in  agriculture  the  analytical  practice  of  agricultural  chemistry  begins  in 
the  first  term  of  the  second' year,  and  comprises  analysis  in  the  wet  way  only;  it  is  con- 
fined to  those  substances  that  may  occur  in  agricultural  materials  and  products.  The 
qualitative  analysis  should  be  completed  in  two  terms  of  this  year,  so  that  all  the  time 
given  to  the  subject  in  the  third  year  may  be  devoted  to  quantitative  analysis.  This 
quantitative  work  begins,  as  in  the  course  in  chemistry  and  physics,  with  general  prac- 
tice in  the  determination  of  bases  and  acids  by  gravimetric  and  volumetric  methods. 
The  chemical  examination  of  fertilizers,  soils,  and  agricultural  products  occupies  the  re- 
mainder of  the  course. 

In  the  course  in  civil  engineering  a  course  of  practice  in  blowpipe  analysis  is  provided^ 
which  is  intended  to  give  to  engineers  such  facility  in  the  use  of  the  blowpipe  in  deter- 
minative mineralogy  as  will  enable  them  to  avail  themselves  of  this  useful  instrument  in 
their  field  work,  for  the  determination  of  the  character  of  rocks  and  minerals. 

In  the  medical  preparatory  course  a  short  course  of  qualitative  and  quantitative  analysis 
in  the  wet  way  is  given,  which  may  carry  the  student  far  enough  to  qualify  him  to 
examine  animal  liquids  by  chemical  methods  for  assistance  in  the  diagnosis  of  disease. 
The  amount  of  practice  necessary  for  acquiring  merely  the  rudiments  of  chemical  analysis 
renders  it  impracticable  to  accomplish  more  than  this  in  the  time  allotted  in  the  course. 
Students  intending  to  study  medicine  who  have  more  time  for  chemical  practice  can  take 
a  longer  and  more  thorough  course,  which  includes  a  better  foundation  in  quantitative 
work  and  a  wider  application  of  the  proficiency  thus  gained  to  the  chemical  examination 
of  animal  substances  and  articles  of  food  and  drink,  and  to  medical  jurisprudence. 

III.— INDUSTRIAL  CHEMISTRY. 

A  course  of  lectures  is  given  in  the  third  term  of  each  year,  and  the  subject  is  begun 
anew  every  second  year. 

The  lectures  relate  to  the  applications  of  chemistry  in  the  manufacturing  industries 
and  in  daily  life,  and  include  among  others  the  following  subjects:  acids  and  heavy 

S.  Ex.  25 13 


194  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

chemicals,  soaps,  oils,  coal  gas,  coal  tar  and  its  derivatives,  glass,  pottery,  mortar  and 
cement,  leather,  paper,  paints,  dyes  and  dyeing,  alcoholic  liquors,  food,  water,  and  air. 

The  treatment  of  these  subjects  embraces  the  consideration  of  the  chemical  nature  of 
raw  materials  and  the  changes  which  they  undergo  in  the  course  of  manufacturing  proc- 
esses, the  apparatus  used  and  its  resistance  to  chemical  agents,  the  utilization  or  eco- 
nomical disposition  of  wastes,  and  the  perfection  and  purity  of  finished  products.  The 
subjects  of  food,  water,  and  air  are  also  considered  from  a  chemical  standpoint  with  refer- 
ence to  their  sanitary  and  industrial  relations. 

In  connection  with  these  lectures  a  course  of  laboratory  work  is  provided,  which  bears 
upon  the  industrial  applications  of  chemistry  ;  and  special  courses  are  laid  out  for  students 
with  reference  to  the  needs  of  any  branch  of  industry  they  may  select.  This  work  con- 
sists of  analyses  of  raw  materials  and  commercial  products,  determinations  necessary  to 
the  chemical  control  of  a  technical  process  in  its  different  stages,  and,  when  the  student 
is  sufficiently  prepared,  of  original  investigation  with  a  view  to  the  improvement  of  some 
industrial  method. 

Practical  illustration  of  the  different  subjects  treated  is  furnished  not  only  in  the  col- 
lections belonging  to  the  department,  but  also  by  means  of  excursions  to  mills  and  manu- 
factories. 

THE  COURSE   IN  CHEMISTRY  AND  PHYSICS. 

(Leading  to  the  degree  of  bachelor  of  science. ) 
First  year. 

FIRST  TERM. — French,  5,  and  German,  3,  or  German,  5,  and  French,  3;  rhetoric,  2; 
geometry  and  conic  sections,  5;  hygiene,  6  lectures. 

SECOND  TERM. — French,  5,  and  German,  3,  or  German,  5,  and  French,  3;  rhetoric,  2; 
algebra,  5. 

THIRD  TERM. — French,  5,  and  German,  3,  or  German,  5,  and  French,  3;  rhetoric,  2; 
trigonometry,  5. 

Second  year. 

FIRST  TERM. — French  or  German,  3;  composition  and  elocution,  1;  analytical  geom- 
etry, 5;  experimental  mechanics  and  heat,  3;  chemistry,  laboratory  work,  3. 

SECOND  TERM. — French  or  German,  3;  electricity  and  magnetism,  3;  chemistry,  lect- 
ures, 3,  laboratory  work,  8. 

THIRD  TERM. — French  or  German,  3;  acoustics  and  optics,  3;  chemistry,  lectures,  3, 
laboratory  work,  5;  botany,  3. 

Third  year. 

FIRST  TERM. — Physics,  laboratory  work,  3;  chemical  philosophy,  3;  chemistry,  lab- 
oratory work,  7;  geology,  3. 

SECOND  TERM. — Physics,  laboratory  work,  3;  chemical  philosophy,  3;  organic  chem- 
istry, 1;  chemistry,  laboratory  work,  5;  mineralogy  or  metallurgy,  2;  economic  geol- 
ogy, 3. 

THIRD  TERM. — Physics,  laboratory  work,  3;  chemical  philosophy,  3;  industrial  chem- 
istry, 2;  chemistry,  laboratory  work,  7. 

Fourth  year. 

FIRST  TERM. — Physics,  laboratory  work,  4;  organic  chemistry,  1;  chemistry,  labora- 
tory work,  8;  history  of  philosophy,  3. 

SECOND  TERM, — Physics,  laboratory  work,  4;  organic  chemistry,  2;  chemistry,  labo- 
ratory work,  8;  metallurgy  or  mineralogy,  2. 

THIRD  TERM. — Industrial  chemistry,  2;  chemistry,  processes,  2,  laboratory  work,  8; 
organic  chemistry,  1. 

NATURAL  HISTORY. 
I.— BOTANY. 

A  course  of  lectures  occupying  5  hours  a  week  for  2  years  is  given  upon  each  of  the 
folio  wing  subjects:  physiological  botany,  gramineaeand  composite,  vegetable  physiology, 
vegetable  histology,  systematic  and  applied  botany,  higher  cryptogamia,  fungi,  and  algoe. 
Most  of  these  courses  of  lectures  are  given  in  connection  with  laboratory  work,  which  is 
further  supplemented,  whenever  desirable,  by  field  work  or  class  excursions. 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  195 

II. — GEOLOGY  AND  LITHOLOGY. 

Instruction  is  given  in  general  and  economic  geology  and  lithology  by  means  of  lect- 
ures, laboratory  practice,  and  field  work.  The  lectures  consist  of  a  course  on  general 
geology,  a  course  on  economic  geology,  and  a  course  on  physical  geography,  designed  to 
show  the  action  of  geological  agencies  in  fitting  the  earth  for  human  habitation. 

The  laboratory  work  consists  of  a  progressive  series  of  exercises  in  determinative  min- 
eralogy and  lithology,  and  of  exercises  in  the  preparation  of  geological  sections  and  maps 
from  the  data  furnished  by  government  reports.  There  are  frequent  excursions  and 
lessons  in  field  work. 

To  advanced  students  opportunities  are  offered  for  the  microscopic  investigation  of 
minerals  and  rocks,  and  for  the  extended  study  of  important  mineral  districts,  with  the 
preparation  of  reports  thereon  and  discussions  of  the  metallurgical  methods  and  appli- 
ances adapted  to  their  products.  The  rocks  of  Ithaca  and  its  neighborhood  afford  ample 
material  for  study  and  original  research. 

III.— PALAEONTOLOGY. 

Instruction  is  given  as  follows:  By  laboratory  work  throughout  the  year;  by  excur- 
sions to  the  rich  fossiliferous  localities  in  and  about  Ithaca;  and  by  lectures  on  syste- 
matic palaeontology. 

The  elementary  work  comprises  the  observation  and  recording  of  facts,  the  collecting 
of  material  in  the  field,  the  critical  study  of  the  literature  and  the  classification  in  the 
laboratory  of  invertebrate  fossils  from  all  parts  of  the  world. 

Exceptional  facilities  are  offered  for  advanced  work  in  the  interpretation  of  fossil  forms 
as  marks  of  geological  age  and  sequence;  in  the  study  of  faunas,  their  conditions  and 
distribution;  and  in  the  critical  study  of  species  and  genera,  their  characters,  relations, 
and  modifications,  as  exhibited  in  the  faunas  and  floras  of  the  past. 

IV.— ZOOLOGY. 

1.  Hygiene. — Early  in  the  first  term  are  given  six  lectures  upon  the  personal  care  of 
health  and  upon  emergencies.     Among  other  practical  matters,  students  are  shown  howT 
to  check  bleeding  and  how  to  practice  the  best  methods  for  resuscitating  the  drowned. 

2.  Human  physiology. — The  thirty-six  lectures  treat  chiefly  of  the  subjects  not  in- 
cluded in  the  entrance  examination,  the  phenomena  of  nervous  and  muscular  action,  the 
vaso-motor  system,  and  the  structure  and  functions  of  the  brain.     They  are  illustrated 
by  a  life-sized  manikin  and  other  models,  by  numerous  anatomical  preparations,  by  dia^ 
grams,  and  by  painless  experiments  upon  the  frog  and  cat.     Each  student  also  examines, 
through  the  microscope,  about  thirty  preparations  of  the  tissues,  including  the  living 
amoeba,  cilia  in  action,  and  the  circulation  in  the  frog's  foot  and  menobranchus's  gill. 

3.  General  zoology. — At  one-third  of  the  sixty-six  exercises  the  students  examine  and 
dissect  representative  forms,  including  amphioxus,  lamprey,  shark,  perch,  menobranchus, 
frog,  turtle,  squid,  crayfish,  insect,  clam,  bryozoon,  ascidian,  starfish,  &c.     The  lectures 
are  illustrated  by  a  full  set  of  Auzoux  models,  by  diagrams,  and  by  the  free  use  of  the 
zoological  collections. 

4.  Comparative  anatomy. — A  course  of  twenty  lectures  is  devoted  either  to  the  brain 
or  to  some  special  group  of  vertebrates.     In  either  case,  practical  work  is  done  both  in 
dissecting  and  in  the  examination  of  the  literature  of  the  subject. 

5.  Anatomical,  microscopical,  and  experimental  technology. — The  forty  lectures  upon  these 
subjects  are  accompanied  by  practical  demonstrations  of  all  the  methods  presented,  and 
these  methods  are  employed  by  the  students  in  the  laboratory. 

LABORATORY  PRACTICE. — The  laboratory  practice  varies  with  the  needs  of  the  student 
and  the  extent  of  his  preparation.  Usually,  as  a  basis  for  other  work,  the  skeletons  of 
man  and  the  domestic  cat  are  studied,  and  some  of  the  bones  drawn  and  described  by 
the  student.  He  then  dissects  some  of  the  muscles,  vessels,  and  nerves.  In  the  second 
term,  the  methods  of  microscopic  manipulation  are  learned,  and  the  tissues  of  the  cat, 
frog,  and  menobranchus  are  examined.  In  the  third  term  the  student  examines  the 
brain,  heart,  and  other  viscera  of  the  cat,  and  performs  for  himself  the  simpler  physio- 
logical experiments.  Ordinarily  this  work  can  be  commenced  only  at  the  beginning  of 
the  year,  and  the  student  must  have  had  instruction  in  drawing. 

After  the  first  year  the  student,  according  to  his  purposes,  dissects  other  vertebrate 
animals  or  human  subjects,  or  insects  and  other  invertebrates.  There  are  special  facili- 
ties for  the  study  of  the  vertebrate  brain. 

FIELD  WORK. — During  the  first  and  third  terms  students  are  occasionally  accompa- 
nied by  their  instructors  to  the  field  or  lake  in  order  to  observe  living  animals  and  learn 
the  methods  of  their  capture  and  preservation. 


196  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

THE  COURSE  IN   NATURAL  HISTORY. 

(Leading  to  the  degree  of  bachelor  of  science.) 
First  year. 

FIRST  TERM. — French,  5,  and  German  3,  or  German,  5,  and  French,  3;  rhetoric,  2; 
freehand  drawing,  5;  hygiene,  six  lectures. 

SECOND  TERM. — French,  5,  and  German,  3,  or  German,  5,  and  French,  3;  rhetoric,  2; 
chemistry,  lectures,  3,  laboratory  work,  3. 

THIRD  TERM. — French,  5,  and  German,  3,  or  German,  5,  and  French,  3;  rhetoric,  2; 
chemistry,  lectures,  3,  laboratory  work,  3. 

Second  year. 

FIRST  TERM. — French  or  German,  3;  composition  and  elocution,  1;  organic  chemistry, 
lectures,  2;  human  physiology,  3;  zoology,  lectures  and  laboratory  work  (vertebrates), 
3;  anatomy,  laboratory  work,  2;  anatomical  technology,  1. 

SECOND  TERM. — French  or  German,  3;  composition  and  elocution,  1;  zoology,  lectures 
and  laboratory  work  (invertebrates),  3;  laboratory  work  in  physiological  anatomy  and 
histology,  5;  microscopical  technology,  1;  blow-pipe  determination  of  minerals,  3. 

THIRD  TERM. — French  or  German,  3;  composition  and  elocution,  1;  botany,  lectures, 
3;  field-work,  2;  comparative  anatomy  of  the  brain,  lectures,  2;  laboratory  work,  3; 
museum  methods  and  experimental  technology,  1. 

Third  year. 

FIRST  TERM. — Experimental  mechanics  and  heat,  3;  higher  cryptogamia,  lectures  and 
laboratory  work,  2;  composites  and  gramineae,  2;  geology,  3;  psychology,  2;  essays,  1; 
English  literature,  3. 

SECOND  TERM. — Electricity  and  magnetism,  3;  vegetable  physiology,  or  systematic 
and  applied  botany,  3;  vegetable  histology,  2;  economic  geology,  3;  palaeontology,  lect- 
ures, 2,  laboratory  work,  1 ;  essays  and  orations,  1. 

THIRD  TERM. — Acoustics  and  optics,  3;  algae,  lectures  and  laboratory  work,  2;  pal- 
aeontology, laboratory,  and  field  work,  3;  geology,  laboratory  work,  3;  entomology,  lect- 
ures, 2;  laboratory  and  field  work,  3. 

Fourth  year. 

FIRST  TERM. — Fungi,  4;  the  anatomy,  physiology,  and  hygiene  of  domestic  animals, 
lectures,  5;  palaeontology  or  geology,  laboratory  and  field  work,  3;  history  of  philosophy,  3. 

SECOND  TERM. — Descriptive  astronomy,  3;  physics  or  natural  history,  laboratory  work, 
2;  systematic  and  applied  botany  or  vegetable  physiology,  lectures,  3;  geology  or  palaeon- 
tology, laboratory  work,  2;  advanced  work  in  natural  history  or  veterinary  science,  5. 

THIRD  TERM. — Physical  astronomy,  3;  physics  or  natural  history,  laboratory  work,  2; 
advanced  work  in  natural  history  or  veterinary  science,  8. 

PRELIMINARY  MEDICAL  EDUCATION. 

There  is  no  medical  department  of  the  university,  but  special  facilities  are  provided  for 
those  who  wish  their  course  to  be  of  direct  use  in  the  study  of  medicine.  A  course  of 
preparatory  studies  two  years  in  length  is  offered.  Its  principal  studies  are  French, 
German,  physics,  chemistry,  botany,  anatomy,  and  physiology. 

Upon  the  completion  of  this  course  the  student  is  entitled  to  a  certificate  countersigned 
by  the  professor  in  physiology,  or  to  one  covering  an  equivalent  amount  of  similar  work 
done  in  either  of  the  full  four-year  courses  or  in  one  of  the  graduate  courses.  These  cer- 
tificates usually  exempt  the  holder  from  one  of  the  three  years  of  study,  under  the  direc- 
tion of  a  physician,  commonly  required  of  the  candidate  for  a  medical  degree. 

LANGUAGES  AND  LITERATURE. 

The  departments  of  languages  and  literature  provide  thorough  and  comprehensive 
instruction  in  all  branches  connected  with  those  subjects.  There  are  courses  in  (1)  the 
ancient  languages;  (2)  the  Oriental  languages;  (3)  the  Germanic  languages;  (4)  the  ro- 
mance languages;  (5)  Anglo-Saxon  and  English  literature;  and  (6)  rhetoric,  general  lit- 
erature, and  oratory. 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  197 

In  turning  from  the  scientific  to  the  literary  courses  of  Cornell  University,  it  may  not 
.be  out  of  place  to  introduce  some  remarks  from  a  recent  article  in  the  Unitarian  Eeview 
by  the  Rev.  Henry  C.  Badger: 

' '  No  error  is  greater  than  to  suppose  that  Cornell  University  is  but  a  training  school 
for  mechanics.  Many  believe,  with  Matthew  Arnold,  that  '  the  university  of  Mr.  Ezra 
Cornell,  a  really  noble  monument  of  his  munificence,  yet  seems  to  rest  on  a  provincial 
misconception  of  what  culture  truly  is,  and  to  be  calculated  to  produce  miners,  or  engi- 
neers, or  architects,  not  sweetness  and  light. '  But  Mr.  Cornell  knew  the  full  meaning 
of  his  words  now  set  on  the  college  seal,  and  the  l  instruction '  he  wished  any  person  might 
find  here  in  any  study  was  to  be  all-embracing,  nor  yet  surface-building,  with  no  attempt 
to  dig  to  the  rock.  And  instruction  was  to  be  but  one  step  in  education.  Culture  was 
a  word  of  which  Mr.  Cornell  was  not  afraid  nor  ashamed.  He  knew  its  best  meaning. 

"Studies  are  practical  here.  A  brass  foundry  Mr.  Sibley 's  generosity  has  just  annexed 
to  Sibley  College.  Young  women  may  set  type  and  cast  stereotype  plates.  Young  men 
build  steam-engines  and  electrical  machines.  The  telephone  speaks  from  the  president's 
house  to  the  library,  the  business  office,  the  professors'  houses,  and  to  the  far-off  village. 
The  water  power,  singing  in  the  gorges  which  bound  the  college  grounds,  by  day  turns  the 
machinery  in  Sibley  College  and  at  night  keeps  a  grand  electric  light  gleaming  high  above 
the  campus  and  far  over  the  surrounding  country.  It  may  soon  light  all  the  great  college 
buildings  and  the  many  professors'  houses  scattered  about  this  hundred-acre  campus.  So 
a  very  few  young  men  learn,  on  the  college  farm,  how  to  repress  diseases  and  develop  the 
finer  qualities  of  animals,  grains,  and  fruits.  But  the  thorough  studies  in  anatomy  (justi- 
fying the  future  founding  here  of  a  medical  college)  or  in  botany,  chemistry,  physics,  arch- 
itecture, engineering,  mathematics,  and  in  all  allied  branches,  with  their  separate  pro- 
fessors and  colleges,  make  but  the  lower  section  of  the  studies  here  happily  pursued.  In 
certain  particulars,  like  the  ancient  languages,  the  university  meets  the  demand,  in  others 
it  creates  the  demand.  Probably  nowhere  else  in  America  is  the  study  of  history,  with 
all  that  it  involves,  carried  on  with  greater  method  and  thoroughness  than  here."* 

The  truth  of  the  last  sentence  is  brought  out  as  we  proceed  with  the  courses  of  study. 

MORAL  AND  INTELLECTUAL  PHILOSOPHY. 

Instruction  in  philosophy  begins  in  the  first  term  of  the  third  year.  During  that 
term  it  comprises  a  study  of  the  physiology  of  the  nervous  system  in  relation  to  mental 
phenomena,  and  the  nature  and  origin  of  knowledge;  and  during  the  second  term,  the 
study  of  moral  philosophy,  theories  of  morals,  and  the  development  of  moral  sentiments. 

It  is  resumed  the  third  term,  the  subject  being  logic,  including  the  laws  of  thought, 
the  formulae  of  reasoning,  and  the  various  methods  of  proof  and  refutation,  together  with 
the  methods  of  investigation  and  the  grounds  of  certainty. 

The  subject  during  the  first  term  of  the  fourth  year  is  the  history  of  philosophy,  and 
the  progress  of  knowledge  from  its  beginning  in  Greece  to  the  present  day,  with  criti- 
cisms on  the  methods  of  philosophy  and  transcendental  logic. 

HISTORY  AND  POLITICAL  SCIENCE. 
I. — HISTORY. 

The  aim  in  the  courses  of  instruction  in  history  is  to  present  in  logical  and  chronolog- 
ical sequence: 

1.  General  history,  ancient,  mediaeval,  and  modern,  with  especial  reference  to  the  po- 
litical and  social  development  of  the  leading  nations. 

2.  The  constitutional  history  of  England,  as  that  which  has  most  strongly  influenced 
our  own. 

3.  The  comparative  constitutional  and  legislative  history  of  various  modern  states,  as 
eliciting  facts  and  principles  of  use  in  solving  American  problems. 

4.  The  history,  political,  social,  and  constitutional,  of  the  United  States,  with  a  sys- 
tematic effort  to  stimulate  the  student  to  original  research  into  the  soures  of  our  national 
history. 

5.  The  philosophy  of  history,  as  shown  by  grouping  the  facts  and  thoughts  elicited  in 
these  various  courses. 

General  history. 

The  instruction  in  general  history  extends  through  four  years,  as  follows: 

1.  General  ancient,  Grecian,  and  Roman  history,  beginning  with  the  third  term  of  the 
first  year  and  continuing  through  the  three  terms  of  the  second  year. 

2.  Mediaeval  history:  General  history  of  the  social  and  political  development  cf  Europe 

"Unitarian  Review,  October,  1882,  pp.  320-321. 


198  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

during  the  Middle  Ages,  mainly  by  instruction  in  general  English  history  during  the 
first  and  second  terms  of  the  second  year,  and  by  special  lectures  in  the  third  year. 

3.  Modern  history:  The  history  of  the  political  and  social  development  of  Europe  from 
the  close  of  the  Middle  Ages  to  the  present  day,  with  especial  reference  to  the  Reforma- 
tion, the  Reaction,  the  French  Revolution,  the  Napoleonic  era,  and  the  recent  period,  di- 
vided as  follows: 
•  FIRST  TERM. — The  history  of  Germany  begun. 

SECOND  TERM. — The  history  of  Germany  concluded,  and  the  history  of  France  begun. 

THIRD  TERM. — The  history  of  France  concluded,  with  incidental  lectures  on  important 
points  and  periods  in  the  history  of  Italy  and  Spain. 

English  history. 

The  instruction  in  English  history  is  given  by  recitations  from  text-books  during  the 
entire  second  year,  and  by  courses  of  lectures  on  the  growth  and  principles  of  the  Con- 
stitution during  the  third  year.  The  student  is  expected  to  supplement  these  lectures 
by  the  use  of  some  standard  work  for  general  details,  and  of  monographs  on  particular 
subjects  and  epochs.  While  avoiding  the  more  obscure  technicalities,  the  aim  is  to  pre- 
sent the  great  bases  of  law  and  policy  on  which  the  structure  of  the  English  Government 
rests.  The  early  Saxon  institutions  are  described  at  some  length;  and  the  lectures  follow 
the  development  of  the  system  from  this  germ  through  its  leading  phases  down  to  mod- 
em times.  Special  attention  is  paid,  during  the  whole  course,  to  such  topics  as  illustrate 
the  institutions  and  constitutional  history  of  the  United  States. 

Comparative,  constitutional,  and  legislative  history. 

This  subject  is  treated,  as  far  as  possible,  in  the  courses  of  lectures  upon  modern  history 
in  the  third  year,  and  in  a  special  course  of  lectures  during  the  fourth  year. 

American  history. 

The  study  of  American  history  extends  through  the  third  and  fourth  years.  The  topics 
to  which  particular  attention  is  paid  are  the  following:  The  native  races,  especially  the 
mound  builders  and  the  North  American  Indians;  the  alleged  pre-Columbian  discoveries; 
the  origin  and  enforcement  of  England's  claim  to  North  America  as  against  competing 
European  nations;  the  motives  and  methods  of  English  colony -planting  in  America  in 
the  seventeenth  and  eighteenth  centuries;  the  development  of  ideas  and  institutions  in 
the  American  colonies,  with  particular  reference  to  religion,  education,  industry,  and 
civil  freedom;  the  grounds  of  inter-colonial  isolation  and  of  inter-colonial  fellowship;  the 
causes  and  progress  of  the  movement  for  colonial  independence;  the  history  of  the  forma- 
tion of  the  national  Constitution;  the  origin  and  growth  of  political  parties  under  the 
Constitution;  the  history  of  slavery  as  a  factor  in  American  politics,  culminating  in  the 
civil  war  of  1861-1865. 

In  the  presentation  of  these  topics  the  student  is  constantly  directed  to  the  original 
sources  of  information  concerning  them  and  to  the  true  methods  of  historical  inquiry. 
The  effort  is  also  made  to  use  American  literature  as  a  means  of  illustrating  the  several 
periods  of  American  history. 

Philosophy  of  history. 

The  lectures  on  this  subject  are  given  in  the  second  term  of  the  fourth  year.  Their 
object  is  to  trace  the  origin  and  progress  of  civilization,  and  to  point  out  the  causes  and 
institutions,  civil,  social,  and  religious,  which  have  contributed  to  its  advance  or  tended 
to  retard  its  progress.  The  first  half  of  the  course  treats  of  general  principles,  and  the 
latter  half,  of  the  historic  progress  in  civilization,  beginning  with  the  settlement  of  the 
Aryan  nations  in  Europe. 

II.— POLITICAL  AND  SOCIAL  SCIENCE. 

This  division  includes  the  following  topics: 

1.  Political  economy  and  the  history  and  principles  of  finance. 

2.  Theoretical  politics,  or  the  state  philosophically  considered. 

3.  Systematic  politics,  or  the  state  practically  considered  in  respect  to  the  organization 
of  the  various  functions. 

4.  International  law,  including  American  diplomatic  history,  policy,  and  organization. 

5.  American  law  and  jurisprudence. 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  199 

Political  economy. 

The  instruction  in  political  economy  is  given  by  recitations  from  text  books  in  the 
elements  of  the  science,  and  by  a  course  of  lectures  in  which  practical  questions  arising 
in  the  study  of  industrial  society  receive  attention.  A  course  of  lectures  upon  the  science 
of  finance,  embracing  a  study  of  the  comparative  financial  administration  of  constitu- 
tional nations  and  the  various  sources  of  public  revenue,  is  given.  Both  these  courses  of 
lectures  are  to  be  supplemented  by  private  reading. 

Theoretical  and  systematic  politics. 

The  aim  of  the  instruction  in  political  science  proper  is  to  present  both  the  philosoph- 
ical and  the  practical  side  of  the  subject  in  a  logical  order  of  treatment.  It  comprises 
the  two  general  topics  of  theoretical  and  systematic  politics. 

Theoretical  politics  treats  of  primitive  societies,  the  growth  of  states,  forms  of  govern- 
ment, history  of  political  literature  and  speculation,  and  the  philosophy  of  the  state. 

Systematic  politics  treats  of  states  in  their  concrete  relations,  and  includes  such  sub- 
jects as  constitutional  organization,  legislation,  administration,  and  civil-service  methods, 
justice,  revenue,  military  systems,  and  a  comparative  survey  of  existing  governments. 
The  historical  and  the  analytical  methods  are  both  used,  and  the  object  of  the  course  is 
to  make  the  student  acquainted  in  a  scientific  sense  with  the  true  principles  of  political 
organization  and  practice,  as  well  as  with  the  existing  institutions  of  the  great  civilized 
states. 

International  law  and  diplomacy. 

Instruction  in  this  department  consists  of  a  course  of  lectures  given  daily  during  the 
third  term  of  the  fourth  year.  The  course  treats,  among  other  subjects,  of  the  history  and 
literature  of  the  law  of  nations,  rules  of  war,  neutrality,  prize,  embassy,  forms  of  diplo- 
macy, history  of  American  diplomacy,  together  with  descriptions  of  some  of  the  more 
famous  international  disputes  in  which  the  United  States  have  been  concerned. 

American  law  and  jurisprudence. 

The  course  consists  of  about  forty  lectures.  The  first  three  are  devoted  to  the  more 
general  relations  of  man  to  government;  then  follow  twelve  lectures  on  the  Constitution 
of  the  United  States,  and  five  on  the  origin  and  development  of  international  law;  then 
lectures  on  the  rights  of  persons  and  of  property,  with  a  general  discussion  of  the  nature 
of  contracts,  partnerships,  and  corporations;  then  lectures  on  crimes  and  criminal  law; 
and  the  course  concludes  with  four  lectures  on  the  legal  maxims  relating  to  sovereignty, 
legislation,  customary  law,  and  the  judiciary. 

THE  COUESE  IN  HISTORY  AND  POLITICAL  SCIENCE. 

(Leading  to  the  degree  of  bachelor  of  philosophy.) 
First  year. 

FIEST  TERM. — French  or  German,  5;  Latin,  4;  rhetoric,  2;  geometry  and  conic  sec- 
tions, 5. 

SECOND  TERM. — French  or  German,  5;  Latin,  4;  rhetoric,  2;  algebra,  5. 

THIRD  TERM. — French  or  German,  5;  Latin,  4;  rhetoric,  2;  pre-historic  times,  2;  plane 
trigonometry,  3. 

Second  year. 

FIRST  TERM. — French  and  German,  6;  essays,!;  Grecian  history,  2;  English  history, 
3;  Greek,  Latin,  modern  languages,  mathematics,  or  natural  sciences,  3. 

SECOND  TERM. — French  and  German,  6;  essays,  1;  Roman  history,  2;  English  his- 
tory, 3;  Greek,  Latin,  modern  languages,  mathematics,  or  natural  sciences,  6. 

THIRD  TERM. — French  and  German,  6;  essays,  1;  Roman  history,  2;  English  history, 
3;  theory  of  probabilities  and  statistics,  3. 

Iliird  year. 

FIRST  TERM. — Mediaeval  and  modern  history,  3;  English  constitutional  history,  2; 
American  history — pre-historic  America  and  the  period  of  discovery,  3;  psychology,  2; 
sanitary  science,  labor  laws,  and  penal  discipline,  2;  essays,  1;  elective,  3. 


200  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

SECOND  TEEM. — Modern  history,  3;  American  history — the  planting  of  the  Ameri- 
can colonies,  3;  political  economy,  2;  moral  philosophy  and  political  ethics,  2;  essays 
and  orations,  2;  elective,  3. 

THIED  TEEM. — Modern  history,  3;  American  history — the  institutions  of  the  colonial 
'times,  3;  logic,  3;  political  economy,  2;  essays  and  orations,  2;  elective,  3. 

Fourth  year. 

FIKST  TEEM. — American  history— the  period  of  the  Revolution,  1765-1789,  3;  his- 
tory of  philosophy  and  the  natural  sciences,  3;  theoretical  politics,  3;  finance  and  politi- 
cal economy,  5;  general  literature  and  oratory,  3. 

SECOND  TEEM. — American  history — first  national  period,  1789-1820,  3;  philosophy 
of  history,  3;  systematic  politics,  5;  comparative  constitutional  history,  2;  general  lit- 
erature and  oratory,  3. 

THIED  TEEM. — American  history — second  national  period,  1820-1865,  3;  compara- 
tive constitutional  history,  2;  American  law  and  jurisprudence,  5;  international  law  and 
diplomacy,  5;  orators  and  oratory,  1. 

GENEEAL  COUESES  OF  STUDY. 

In  addition  to  the  special  departments  and  courses  which  have  been  described  there 
are  general  courses,  partly  made  up  from  the  various  departments  of  study  and  partly 
elective.  They  are  in  (1)  arts,  (2)  literature,  (3)  philosophy,  (4)  science,  and  (5)  science 
and  letters.  Each  is  four  years  in  length. 

APPLIANCES. 
I.  THE  UNIVERSITY  BUILDINGS. 

1.  Tlie  south  and  north  buildings:  These  two  edifices,  architecturally  alike,  are  each  one 
hundred  and  sixty-five  feet  by  fifty,  four  stories  in  height.     The  south  building  cost 
$70,000;  the  north,  $75,000.     The  south  building  contains  the  offices  of  the  president, 
treasurer,  &c.,  lecture  rooms,  and  rooms  for  students.     In  the  north  building  are  four- 
teen lecture  rooms  and  the  hall  of  the  literary  societies. 

2.  The  McGraw  building :  The  central  portion  of  the  building  contains  one  hall  one 
hundred  feet  long,  fifty-six  wide,  and  nineteen  in  height;  and  another  above  it  of  the 
same  length  and  breadth,  but  over  thirty  feet  high,  the  latter  containing  three  galleries, 
with  an  average  height  of  twelve  feet.     In  this  part  of  the  McGraw  building  are  alcoves ' 
and  galleries  for  the  library  on  the  lower  floor;  and  in  the  galleries  on  the  second  floor 
are  the  various  museums  of  the  university.     In  the  north  wing  is  the  anatomical  theatre; 
in  the  south  wing  is  the  physical  lecture  room,  and  immediately  over  it  the  geological 
laboratory.     This  edifice  is  the  gift  of  Hon.  John  McGraw,  and  was  erected  at  a  cost  of 
$120,000. 

3.  Tlie  laboratory  building:  A  new  building  for  the  department  of  chemistry  and  phys- 
ics has  recently  been  begun,  and  will  be  ready  for  occupation  about  January,  1883. 
This  building  will  contain  all  the  necessary  space  for  a  museum,  a  library,  laboratories, 
lecture  rooms,  and  other  rooms,  and  will  be  thoroughly  equipped  with  the  most  recent 
and  approved  appliances  for  the  proper  prosecution  of  the  work  of  the  department. 

The  chemical  laboratory  now  in  use  contains,  besides  two  lecture  rooms  and  the  pri- 
vate laboratories  of  the  professors,  laboratories  for  students,  with  accommodations 
for  two  hundred.  It  is  provided  with  gas  and  a  full  supply  of  apparatus  for  wet  analysis, 
dry  assaying,  blowpipe,  spectroscopic,  and  all  other  branches  of  chemical  analysis.  Its 
reading  room  contains  the  best  English,  French,  and  German  works  of  reference,  and  the 
current  numbers  of  the  chemical  journals. 

4.  Tlie  Siblcy  College :  Containing,  on  the  first  floor,  the  machine  shop  and  the  office  of 
the  university  press;  on  the  second  floor,  the  lecture  rooms  of  the  professor  of  industrial 
mechanics  and  the  mechanical  museums;  on  the  third  floor,  the  mechanical  and  free- 
hand drawing  rooms.     On  the  north  side  of  the  building  are  an  engine  room  and  a  stereo- 
type foundery.     The  building  was  erected  by  Hon.  Hiram  Sibley,  at  a  cost  of  $30,000. 

5.  The  Sage  College  for  Women:  This  building  will  accommodate  about  one  hundred 
pupils,  and  is  used  as  a  home  for  female  students.     Besides  the  dormitories  it  contains 
lecture  and  recitation  rooms,  a  museum,  laboratories  for  students  in  botany,  with  green- 
houses, forcing-houses,  and  other  facilities  for  the  pursuit  of  floriculture  and  ornamental 
gardening.     The  building  cost  $150,000. 

6.  The  Sage  C  Impel:  Which  contains  two  audience  rooms,  the  larger  of  which  will  seat 
about  five  hundred  persons.     It  cost  $30,000. 


INDUSTRIAL    EDUCATION   IN   THE    UNITED    STATES.  201 

7.  Cascadilla  Place:  This  is  a  large  building,  used  for  a  boarding-house,  in  which  many 
of  the  professors  and  students  reside. 

8.  The  McGraw-Fiske  Hospital:  In  the  year  1881,  the  sum  of  $45,000  was  bequeathed 
by  Mrs.  Jenny  McGraw-Fiske  as  a  provision  for  the  care  of  students  who  may  fall  ill 
during  their  attendance  at  the  university.     It  is  proposed  that  a  portion  of  this  sum  be 
devoted  to  the  erection  of  a  cottage  hospital,  made  comfortable  and  attractive,  and 
thoroughly  equipped  in  all  respects;  and  that  a  trained  nurse  be  attached  to  it,  who  shall 
be  ready  to  give  attention  the  moment  it  is  needed. 

II. — UNIVERSITY  FARM. 

The  farm  consists  of  120  acres  of  arable  land,  the  larger  part  of  which  is  used  for  ex- 
perimental purposes  and  the  illustration  of  the  principles  of  agriculture.  Nearly  all  the 
domestic  animals  are  kept  to  serve  the  same  ends.  Those  portions  of  farm  and  stock  not  used 
for  experiments  are  managed  with  a  view  to  their  greatest  productiveness.  Statistics  of 
both  experiments  and  management  are  kept  on  such  a  system  as  to  show  at  the  close  of 
each  year  the  profit  or  loss  not  only  of  the  whole  farm  but  of  each  crop  and  group  of 
animals.  Of  the  two  barns  with  which  the  farm  is  equipped,  one  is  largely  devoted  to 
the  needs  of  the  horticultural  department;  the  other,  containing  steam  engine,  feed  cut- 
ter, stationary  thresher,  and  other  necessary  appliances,  furnishes  accommodation  for  the 
general  crops  and  stock  and  for  experimental  work. 

III. — LIBRARIES,  LABORATORIES*  MUSEUMS,  ETC. 

1.  The   University    Library. — The  library   contains    about   40,000   volumes,   besides 
15,000  pamphlets.     It  is  made  up  chiefly  of  the  following  collections:  A  selection  of 
about  5,000  volumes  purchased  in  Europe  in  1868,  embracing  works  illustrative  of  agri- 
culture, the  mechanic  arts,  chemistry,  engineering,  the  natural  sciences,  physiology,  and 
veterinary  surgery;  the  Antlion  Library,  of  nearly  7,000  volumes,  consisting  of  the  col- 
lection made  by  the  late  Prof.   Charles  Anthon,  of  Columbia  College,  in  the  ancient 
classical  languages  and  literature,  besides  works  in  history  and  general  literature;  the 
Bopp  Library,  of  about  2,500  volumes,  being  the  collection  of  the  late  Prof.  Franz  Bopp, 

•of  the  University  of  Berlin,  relating  to  Oriental  languages,  Oriental  literature,  and  com- 
parative philology;  the  Goldwin  timith  Library,  of  3,500  volumes,  presented  in  1869  to 
the  university  by  Prof.  Goldwin  Smith,  comprising  chiefly  historical  works  and  editions 
of  the  English  and  ancient  classics,  increased  during  later  years  by  the  continued  liber- 
ality of  the  donor;  the  publications  of  the  patent  office  of  Great  Britain,  about  3,000 
volumes,  of  great  importance  to  the  student  in  technology  and  to  scientific  investigators; 
the  White  Architectural  Library,  a  collection  of  over  1,000  volumes  relating  to  architect- 
ure and  kindred  branches  of  science,  given  by  President  White;  the  Kelly  Mathematical 
Library,  comprising  1,800  volumes  and  700  tracts,  presented  by  the  late  Hon.  William 
Kelly,  of  Rhinebeck;  the  Cornell  Agricultural  Library,  bought  by  Hon.  Ezra  Cornell, 
chiefly  in  1868;  the  Sparks  Library,  being  the  library  of  the  late  Jared  Sparks,  president 
of  Harvard  University,  consisting  of  upwards  of  5,000  volumes  and  4,000  pamphlets, 
relating  chiefly  to  the  history  of  America;  the  May  Collection,  relating  to  the  history  of 
slavery  and  anti-slavery,  the  nucleus  of  which  was  formed  by  the  gift  of  the  library  of 
the  late  Rev.  Samuel  J.  May,  of  Syracuse. 

By  the  establishment  of  the  McGraw  library  fund,  the  income  of  which  will  be  avail- 
able after  the  present  year,  and  which  is  to  be  applied  to  the  support  and  increase  of  the 
University  Library,  the  efficiency  of  the  library  both  as  regards  the  number  of  books  and 
the  facilities  for  their  use  will  be  greatly  enlarged.  Beginning  with  the  year  1882,  it  is 
proposed  to  issue  a  serial  containing  classified  lists  of  recent  accessions  and  of  books  in 
various  departments,  as  well  as  other  bibliographical  matter  intended  to  assist  students 
in  their  use  of  the  library. 

The  library  is  a  circulating  one  so  far  as  the  members  of  the  faculty  are  concerned, 
and  a  library  of  reference  for  students.  Undergraduates  have  free  access  to  a  collection 
of  cyclopaedias,  dictionaries,  and  works  of  reference  in  the  various  departments  of  study, 
but  they  apply  to  the  librarians  for  other  works  desired.  Graduate  students  are  ad- 
mitted to  the  alcoves. 

2.  Equipment. — The  White  Architectural  Library  contains  over  1,000  volumes,  and  the 
photographic  gallery  nearly  2,000  prints,  all  accessible  to  the  student.     Several  hundred 
drawings  and  about  200  models  in  wood  and  stone  have  been  prepared  to  illustrate  the 
constructive  forms  and  peculiarities  of  the  different  styles. 

3.  The  library  of  the  engineering  department  possesses  many  valuable  works,  among 
them  the  extensive  publications  recently  presented  to  it  by  the  French  Government. 

4.  Botanical  herbarium  and  apparatus. — The  means  of  illustrating  the  instruction  in 
botany  include  the  herbarium,  estimated  to  contain  above  20,000  specimens;  two  series 


202  INDUSTRIAL    EDUCATION   IN   THE   UNITED    STATES. 

of  models,  the  Auzoux  and  the  Brendel;  two  sets  of  maps,  one  by  Achille  Comte,  the 
other  by  Professor  Henslow ;  a  lime  lantern  with  500  views,  illustrating  different  depart- 
ments of  botany,  but  especially  phytography;  ten  compound  microscopes  and  several  dis- 
secting microscopes;  a  collection  of  fruits,  barks,  cones,  nuts,  seeds,  fibres,  and  various 
dry  and  alcoholic  specimens;  a  general  collection  of  economic  vegetable  products,  and 
above  a  thousand  specimens  of  the  woods  of  different  countries.  Besides  these,  the  large 
conservatories  and  gardens  and  an  uncommonly  rich  native  flora  afford  abundant  mate- 
rial for  illustration  and  practical  work. 

5.  Veterinary  Museum. — The  museum  embraces  the  following  collections: 

(1)  The  Auzoux  veterinary  models,  comprising  clastic  models  of  the  horse,  sho  wingthe 
relative  position  of  over  3,000  anatomical  parts;  models  of  limbs,  sound  and  with  de- 
tachable pieces  and  their  morbid  counterparts,  illustrating  changes  in  diseases  of  the 
bones,  joints,  muscles,  &c. ;  a  set  of  obstetrical  models,  showing  the  virgin  and  gravid 
uterus  in  different  animals,  and  the  peculiarities  of  the  female  pelvis  and  its  joints;  mod- 
els of  the  gastric  cavities  of  domestic  animals;  an  extensive  set  of  models  of  jaws,  show- 
ing the  indications  of  age  as  well  as  of  vicious  habits  and  diseases;  models  of  equine  teeth 
in  sections,  showing  structure  and  the  changes  effected  by  wear. 

(2)  Skeletons  of  the  domestic  animals,  articulated  and  unarticulated. 

(3)  A  collection  of  diseased  bones,  illustrating  the  various  constitutional  diseases  which 
impair  the  nutrition  of  these  structures,  together  with  the  changes  caused  by  accidental 
injuries  and  purely  local  disease. 

(4)  Skulls  of  domestic  animals,  prepared  to  illustrate  the  surgical  operations  demanded 
in  the  different  genera. 

(5)  Jaws  of  farm  animals,  illustrating  the  growth  and  wear  of  the  teeth,  age,  dentinal 
tumors,  caries,  &c. 

(6)  A  collection  of  specimens  of  teratology,  consisting  of  monstrous  foals,  calves,  and 
pigs. 

(7)  A  collection  of  tumors  and  morbid  growths  removed  from  the  different  domestic 
animals. 

(8)  Some  hundreds  of  specimens  of  parasites  from  domestic  animals. 

(9)  A  collection  of  calculi  from  the  digestive  and  urinary  organs,  &c. ,  of  farm  animals. 

( 10)  Foreign  bodies  taken  from  various  parts  of  the  animal  economy. 

(11)  A  collection  of  surgical  instruments  used  in  veterinary  practice. 

(12)  A  collection  of  medicinal  agents. 

(13)  In  addition,  a  large  number  of  diagrams,  the  property  of  Professor  Law,  available 
in  illustration  of  different  points  in  anatomy,  physiology,  and  pathology. 

6.  Zoological  Collections. — (1)    Vertebrates. — There  are  about  three  thousand  examples  of 
about  two  thousand  species  of  entire  animals  in  alcohol.     Half  of  the  specimens  are  fishes 
collected  in  Brazil  by  the  late  Prof.  C.  F.  Hartt;  the  remainder  include  series  of  named 
iishes  from  the  Smithsonian  Institution  and  the  Museum  of  Comparative  Zoology,  rep- 
resentatives of  the  general  North  American  fauna  and  of  the  local  fauna,  and  rare  speci- 
mens from  various  parts  of  the  world.     Among  the  last  are  the  following: 

(a)  Orang,  pangolin,  sloths,  ant-eaters,  armadillos,  jacana,  sphenodon,  monitor,  croco- 
dile, alligator,  draco  volans,  axolotl,  siren,  amphiuma,  pipa,  ceratodus,  polypterus, 
calamoichthys,  chimsera,  myxine,  bclellostoma,  and  amphioxus. 

(&)  More  than  two  thousand  anatomical  preparations,  about  one-half  of  which  are  skulls 
and  skeletons;  the  remainder,  brains,  hearts,  embryos,  and  other  soft  parts.  Among  them 
are  more  than  two  hundred  and  twenty  preparations  of  the  cat's  brain,  a  large  series  of 
preparations  of  the  lamprey  and  menobranchus,  and  embryos  or  young  of  opossum,  kan- 
garoo, manatee,  dugong,  peccary,  lama,  sea-lion,  bat,  alligator,  menobranchus,  amia, 
lepidosteus,  shark,  and  skate. 

(c)  About  four  hundred  microscopical  preparations,  chiefly  from  the  cat,  frog,  and 
menobranchus. 

(d)  More  than  one  thousand  mounted  skins  of  birds,  most  of  which  were  presented  by 
the  late  Green  Smith,  esq. 

(2)  Invertebrates. — The  general  invertebrate  collection  comprises  a  small  but  well  se- 
lected series  of  forms  representing  all  of  the  larger  groups. 

(3)  SM.ls. — The  Newcomb  collection  of  shells  embraces  more  than  eighty  thousand  ex- 
amples of  more  than  twenty  thousand  varieties,  representing  at  least  fifteen  thousand 
species. 

7.  Museum  of  Paleontology. — The  museum  comprises  the  following  collections: 

(1)  The  Jewett  Collection,  accumulated  by  the  late  Colonel  Jewett  when  curator  of  the 
State  Cabinet  of  Natural  History.     This  collection  is  especially  rich  in  New  York  fossils, 
containing  many  of  the  original  specimens  described  in  the  State  reports,  and  not  a  few 
unique  specimens. 

(2)  A  fair  representation  of  the  rich  faunas  of  the  cretaceous  and  tertiary  formations 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  203 

along  the  eastern  and  southern  part  of  the  Union,  and  a  large  number  of  characteristic 
English  and  European  fossils. 

(3)  A  fine  series  of  English  mesozoic  fossils;  of  tertiary  fossils  from  Santo  Domingo;  of 
preglacial  fossils  from  Sweden;  and  numerous  smaller  collections  from  various  typical 
localities  in  our  own  country. 

(4)  The  Ward  series  of  casts. 

(5)  The  unique  collections  from  Brazil,  made  by  Professor  Hartt  and  party  on  the  Mor- 
gan expedition,  containing  the  original  specimens  and  a  great  number  of  duplicates. 

The  palseontological  laboratory  is  furnished  with  the  appliances  needful  for  study. 
Among  other  thing,  it  has  numerous  maps,  wall  tablets,  engravings  of  geological  objects, 
and  magic  lantern  slides. 

Large  and  important  additions  have  also  been  made  to  the  lithological  collections. 

8.  Engineering  Museum. — This  museum  contains  the  following  collections,  which  re- 
ceive regular  additions  from  a  yearly  appropriation: 

(1)  The  Muret  collection  of  models  in  descriptive  geometry  and  stone  cutting. 

(2)  The  De  Lagrave  general  and  special  models  in  topography,  geognosy,  and  engineer- 
ing. 

(3)  A  nearly  complete  collection  of  the  Schroeder  models  in  descriptive  geometry  and 
stone  cutting,  with  some  of  the  Olivier  models,  and  others  made  at  the  university. 

(4)  The  Grund  and  Sohn  collections  of  bridge  and  track  details,  roofs,  and  trusses,  sup- 
plemented by  similar  models  by  Schroeder  and  other  makers. 

(5)  A  complete  railroad  bridge  of  one  hundred  foot  span,  the  model  being  one-fourth  of 
the  natural  scale. 

(6)  The  Digeon  collection  of  working  models  in  hydraulic  engineering. 

(7)  Several  collections  of  European  photographs  of  engineering  works  during  the  proc- 
ess of  construction,  and  many  other  photographs,  diagrams,  and  models. 

(8)  The  following  instruments  of  precision  for  astronomical  purposes:  A  Troughton  & 
Simmss  transit,  a  universal  instrument  by  the  same  makers  reading  to  single  seconds, 
three  sextants,  two  astronomical  clocks,  chronographs,  chronometers,  two  small  equa- 
torials,  the  larger  of  four  and  a  half  inch  aperture,  made  by  Alvan  Clark,  and  other  in- 
struments necessary  to  the  equipment  of  a  training  observatory. 

(9)  For  geodetic  work,  a  secondary  base  line  apparatus,  made  under  the  direction  of  the 
Geodetic  and  Coast  Survey  Office,  and  all  the  portable  astronomical  and  field  instru- 
ments needed,  including  sounding  machines,  deep-water  thermometers,  heliotropes,  &c. 

(10)  Among  the  coarser  field  instruments  there  is  nearly  every  variety  of  engineers' 
transits,  theodolites,  levels,  and  compasses ;  such  modern  instruments  as  omnimeters 
tachometers,  with  a  large  number  of  special  instruments,  such  as  planimeters,  panto- 
graphs, elliptographs,  arithmometers,  pocket  altazimuths  and  sextants,  hypsometers,  and 
meteorological  instruments  of  all  descriptions. 

9.  Physical  Laboratory. — Upon  the  completion  of  the  new  building  now  in  progress, 
ample  rooms  expressly  designed  for  laboratory  work  will  be  available.     The  collection 
of  apparatus  was  increased  by  the  expenditure  during  1881  of  about  $15, 000.     The  collec- 
tion includes  a  fine  gravity  escapement  clock,  a  chronograph  for  measuring  tenths  of 
seconds,  and  another  for  measuring  short  intervals  of  time  to  the  ten  thousandth  of  a 
second,  two  cathetometers,  a  dividing  engine,  a  large  spectrometer  reading  to  seconds,  a 
set  of  apparatus  for  electrical  measurements,  besides  a  large  collection  of  illustrative  ap- 
paratus. 

10.  Mechanical  laboratory  and  appliances. — The  machine  shop  is  used  for  the  sole  pur- 
pose of  giving  instruction  in  practical  work.     It  is  supplied  with  lathes  of  various  kinds, 
planers,  grinding  machinery,  drilling  machines,  shaping  machines,  a  universal  milling 
machine  fitted  for  cutting  plane,  bevel,  and  spiral  gears,  spiral  cutters,  twist  drills,  with 
additional  tools  and  attachments  for  graduating  scales  and  circles,  and  for  working  vari- 
ous forms  and  shapes. 

In  addition  to  the  hand  and  lathe  tools  of  the  usual  kinds  there  are  tools  of  the  greatest 
accuracy,  consisting  of  standard  surface-plates,  straight-edges,  and  squares  of  various  sizes, 
a  standard  measuring  machine,  measuring  from  zero  to  twelve  inches  by  the  ten-thou- 
sandth of  an  inch,  a  universal  grinding  machine  for  producing  true  cylindrical  and  coni- 
cal forms,  and  a  set  of  Betts's  standard  gauges. 

Sn  the  iron  and  brass  foundry  and  the  blacksmith  shop  instruction  is  given  in  mold- 
ing, casting,  and  forging.  The  cupola  used  is  one  of  Colliau's  improved,  with  a  capacity 
of  melting  one  ton  of  iron  per  hour. 

For  the  purpose  of  instruction  in  experimental  work  there  is  a  twenty-ton  Riehle  test- 
ing machine,  arranged  for  testing  the  strength  of  materials  by  tension,  compression,  and 
transverse  strain;  Richards'sand  Thompson's  steam-engine  indicators,  and  Amsler'splan- 
ometer  ;  Schaeffer  &  Budenberg's  revolution  counter,  steam-gauges,  injector,  inspirator, 
pop-valve,  steam  pump;  Baldwin's  link  and  valve  motion,  experimental  valve  motion, 


204  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

together  with  a  large  collection  of  brass,  iron,  and  wooden  models  illustrative  of  mechan- 
ical principles. 

Closely  connected  with  the  lecture  rooms  in  the  department  of  mechanic  arts  is  the 
school  of  freehand  and  industrial  drawing,  in  which  there  is  a  large  collection  of  studies 
of  natural  and  conventional  forms,  both  shaded  and  in  outline;  of  geometrical  models, 
and  of  papier  mache  and  plaster  casts,  including  a  number  of  antique  busts,  casts  of  parts 
of  the  human  figure,  studies  from  nature,  and  examples  of  historical  ornament. 


NORTH    CAROLINA. 
THE  STATE  UNIVERSITY. 

The  original  constitution  of  North  Carolina,  adopted  in  1776,  provided  that  all  useful 
learning  should  be  encouraged  and  promoted  in  one  or  more  universities. 

The  fortunes  of  war  were  such  as  to  delay  the  founding  of  an  institution  of  the  con- 
templated character  until  1789,  and  its  doors  were  not  opened  to  students  until  1795. 

It  prospered  from  its  first  opening  until  another  war,  more  desolating  than  that  of  the 
Revolution,  called  away  its  students,  diminished  its  property,  and  impoverished  its  pa- 
trons. 

It  was  in  this  depressed  condition  when  the  State  received  the  land  scrip  which  had 
been  issued  by  the  national  government,  and  the  university  was  considered  the  proper 
institution  for  the  benefits  of  the  fund  which  should  arise  from  this  grant. 

The  scrip  was  disposed  of  in  a  manner  which  did  not  escape  criticism.  The  univer- 
sity, at  the  time  of  the  sale  of  the  scrip,  received  $10,000,  which  was  devoted  to  the  pay- 
ment of  university  debts.  The  trustees  claimed  the  right  to  do  this  because  they  fur- 
nished a  large  tract  of  land,  which  might  be  available  in  agricultural  instruction. 

Not  obtaining  further  aid,  the  university  was  compelled  to  suspend  operations  in  1872. 
In  1875  the  remaining  proceeds  of  the  land  grant  were  made  available,  and  the  uni- 
versity was  reorganized  and  reopened. 

Its  objects,  so  far  as  they  have  a  bearing  upon  industries,  are  "to  aiford  theoretical  in- 
struction in  the  sciences  relating  to  agriculture  and  the  industrial  arts. ' ' 

As  there  have  been  no  funds  derived  from  the  State  or  other  sources  which  can  be  used 
for  the  establishment  of  an  experimental  farm,  the  university  is  at  present  enabled  only, 
in  the  words  of  the  act  of  Congress  of  July  2,  1862,  donating  the  land  scrip,  "to  teach 
the  branches  of  learning  relating  to  agriculture  and  the  mechanic  arts,  without  exclud- 
ing the  classics  and  other  scientific  studies." 

The  endowment  of  the  university  consists  of  the  $125, 000,  realized  from  the  sale  of  the 
land  scrip,  the  Moore  scholarship  fund  of  $5,000  in  United  States  bonds,  and  the  Deems 
fund  of  $12,000  to  be  used  for  loan  to  indigent  students.  The  former  sum  is  invested  in 
a  North  Carolina  registered  certificate,  which  yields  an  annual  income  of  $7,500. 

The  State  has  recently  appropriated  $5,000  per  annum,  so  that,  with  tuition  money, 
the  total  income  is  about  $19,000,  and  the  expenses  of  the  teaching  staff  about  $16,000, 
the  annual  saving  being  devoted  to  the  extinguishment  of  a  small  floating  debt  incurred 
for  building  and  repairs. 

The  number  of  instructors  and  lecturers  is  thirteen .  They  occupy  the  following  chairs : 
political  economy,  constitutional  and  international  law ;  mathematics;  Greek  and  French ; 
moral  philosophy;  history  and  English  literature;  general  analytical  and  agricultural 
chemistry;  Latin  and  German;  engineering,  mechanics,  and  astronomy;  geology,  physi- 
ology, zoology,  and  botany;  natural  philosophy;  the  theory  and  art  of  teaching;  law; 
anatomy  and  materia  medica;  geology  of  North  Carolina  (special). 

The  persons  occupying  the  last  four  positions  named  are  not  charged  with  duties  con- 
nected with  the  discipline  of  the  university. 

The  number  of  students  in  attendance  in  the  year  1881-'82  was  199.  Of  these  140 
were  pursuing  the  regular  undergraduate  courses,  8  were  post-graduate  students,  47 
were  optional  students,  and  30  were  studying  a  profession.  Several  were  in  more  than 
one  department  and  therefore  counted  twice  in  the  latter  enumeration.  * 

The  graduates  from  the  reopening  of  the  university  up  to  and  including  1882  num- 
bered 90,  of  whom  55  took  the  degree  of  bachelor  of  arts,  23  of  bachelor  of  philosophy, 
and  12  of  bachelor  of  science.  No  record  is  kept  of  their  occupations. 

The  expense  for  tuition  is  $85  per  annum;  but  there  are  ninety-six  State  scholarships 
and  throe  created  by  private  contribution;  and  indigent  students  who  are  worthy  of  aid 
are  admitted  upon  giving  their  notes  for  tuition,  and  in  extraordinary  cases  entirely  free. 
The  State  scholarships  are  filled  by  appointment  of  the  boards  of  commissioners  of  the 
counties,  and  secure  to  the  person  aided  iree  tuition  and  room  rent. 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  205 

Only  males  are  eligible  to  either  the  scholarships  or  the  university. 

The  university  offers  three  regular  courses  of  study  :  the  classical,  the  philosophical, 
and  the  scientific.  The  requisites  for  admission  to  the  scientific  course  are  only  English 
studies,  such  as  are  pursued  in  the  common  schools;  for  admission  to  the  philosophical 
course,  algebra  and  Latin  or  Greek  are  added;  and  both  Latin  and  Greek  must  have  been 
pursued  by  those  who  would  enter  the  classical  course.  The  amount  of  reading  in  the 
classics  is  slightly  less  than  that  required  for  admission  to  most  northern  colleges. 

The  studies  of  the  courses  are  as  follows: 

I. — CLASSICAL  COURSE. 

The  figures  in  parentheses  denote  the  number  of  recitations  or  lectures  per  week. 

First  Year. — Algebra  and  geometry  (5),  Latin  (4),  Greek  (4),  rhetoric  and  history  (2). 

Second  Year. — Trigonometry,  surveying  and  analytical  geometry  (4),  Latin  (4),  Greek 
(4),  zoology,  physiology,  and  botany  (3). 

Third  Year. — Physics  (3),  chemistry  (3),  logic  and  rhetoric  (2),  elocution  (1),  and  any 
two  of  the  following:  Calculus  (3),  Latin  (3),  French  (3),  German  (3),  natural  history 
(3),  industrial  and  agricultural  chemistry  (3),  Greek  (3),  surveying  and  engineering  (3). 

Fourth  Year. — Mechanics  and  astronomy  (3),  geology  and  mineralogy  (3),  political 
economy,  constitutional  and  international  law  (3),  English  literature  (3),  essays  and  ora- 
tions (1),  psychology  and  moral  philosophy  (2). 

II. — PHILOSOPHICAL  COURSE. 

First  Year. — Algebra  and  geometry  (5),  Latin  or  Greek  (4),  French  (3),  rhetoric  and 
history  (2). 

Second  Year. — Trigonometry,  surveying-  and  analytical  geometry  (4),  Latin  or  Greek 
(4),  German  (3),  zoology,  physiology  and  botany  (3). 

Third  Year. — Physics  (3),  chemistry  (3),  logic  and  rhetoric  (2),  elocution  (1),  and  any 
two  of  the  following:  Calculus  (3),  Latin  (3),  German  (3),  natural  history  (3),  Greek 
(3),  French  (3),  industrial  and  agricultural  chemistry  (3),  survey  ing  and  engineering  (3). 

Fourth  Year. — Mechanics  and  astronomy  (3),  geology  and  mineralogy  (3),  political 
economy,  constitutional  and  international  law  (3),  English  literature  (3),  essays  and  ora- 
tions (1),  psychology  and  moral  philosophy  (2). 

III. — SCIENTIFIC  COURSE. 

First  Year. — Algebra  and  geometry  (5),  English  (2),  Latin  or  Greek  (4),  physiology, 
zoology  and  botany  (3),  natural  history,  laboratory  (2). 

Second  Year. — Trigonometry  and  analytical  geometry  (4),  chemistry  (3),  French  or 
German  (3),  rhetoric  and  history  (2),  advanced  botany  (2),  book-keeping  (1). 

Third  Year. — Surveying  and  engineering,  or  calculus  ("3),  industrial  chemistry  and 
qualitative  analysis  (5),  physics  (3),  French  or  German  (3),  business  law  (1). 

Fourth  Year. — Mechanics  and  astronomy  (3),  geology  and  mineralogy  (3),  political 
economy,  constitutional  and  international  law  (3),  English  literature  (3),  and  any  one  of 
the  following:  Calculus  (3),  surveying  and  engineering  (3),  quantitative  analysis  (3),  psy- 
chology and  moral  philosophy  (2). 

iv. — TEACHERS'  COURSE. 

This  course  is  intended  to  prepare  young  men  to  be  teachers,  either  in  the  public  or  in 
private  schools.  It  embraces  all  the  studies  required  by  law  to  be  mastered  by  public 
school  teachers,  and  several  others  that  are  indispensable  to  excellence  in  teaching.  Stu- 
dents pursuing  this  course  may  also  select,  free  of  charge,  any  studies  embraced  in  the 
other  courses.  Certificates  will  be  awarded  those  who  complete  the  course.  It  is  be- 
lieved that  the  studies  embraced  in  this  course  and  in  the  scheme  of  instruction  offered 
in  the  University  normal  school,  which  is.  taught  during  the  summer  vacations  and  is 
free  to  all,  will  be  of  incalculable  benefit,  not  only  to  professional  teachers,  but  to  all 
persons  intending  to  enter  into  any  business  or  profession  and  unable  to  complete  one  of 
the  regular  four  years'  courses  of  study  in  the  university. 

First  year. — English,  reading  and  elocution,  arithmetic,  algebra,  geography  (physical 
and  descriptive),  physiology  and  school  hygiene,  drawing  and  writing,  Latin  or  Greek, 
theory  of  teaching. 

Second  year. — Rhetoric,  history,  reading  and  elocution,  book-keeping,  surveying,  alge- 
bra, geometry,  natural  philosophy,  business  law,  composition,  theory  of  teaching. 

The  following  synopsis  of  the  work  done  in  chemistry,  natural  history,  natural 
philosophy,  and  engineering,  shows  in  greater  detail  the  course  of  instruction  in  the  de- 
partments more  nearly  allied  to  agriculture  and  the  mechanic  arts: 


206  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

In  the  department  of  chemistry  there  are  four  distinct  classes.  A  student  pursuing  the 
regular  course  enters  in  his  first  year  class  of  general  chemistry.  In  that  class  he  learns 
the  laws  of  physics  so  far  as  necessary  for  a  clear  understanding  of  chemistry  proper, 
then  studies  the  philosophy  of  chemistry,  the  metalloids,  the  metals,  their  properties  an  A 
compounds,  and  lastly  organic  chemistry  ( which  includes  the  compounds  formed  in  the  proc- 
ess of  vegetable  and  animal  life).  During  the  second  year  he  pursues  a  course  of  labora- 
tory work  (six  hours  a  week  throughout  the  year)  in  which  the  substances  of  which  he 
has  heard  the  year  before  are  placed  in  his  hands  so  that  he  may  investigate  their  properties 
and  obtain  a  better  knowledge  of  them.  Ho  is  taught  all  the  methods  of  detecting  these 
substances  and  establishing  their  identity,  whether  alone  or  in  compounds,  the  so-called 
qualitative  analysis.  During  the  same  year  he  attends  a  course  of  lectures  on  the  appli- 
cation of  chemistry  to  the  industrial  arts,  learning  first  about  the  extraction  of  the  use- 
ful metals  from  their  ores — their  valuable  properties  and  their  uses;  then  methods  of 
manufacturing  the  most  important  chemicals — potash,  soda,  salt,  sulphuric  acid,  ammonia, 
&c. ;  then  the  manufacture  of  glass,  porcelain,  and  earthenware;  the  production  of  foods, 
sugar,  wines,  and  nervous  stimulants.  The  subject  of  clothing  engages  his  attention 
next,  the  dyeing  and  bleaching  of  cloth,  tanning  of  leather,  &c. ;  then  the  subject  of 
building  materials,  artificial  stone,  lime,  cements,  paints,  and  preservation  of  wood;  and 
lastly  the  manufacture  of  candles,  soaps,  inks,  matches,  &c.  The  last  portion  of  the 
course  is  especially  devoted  to  the  application  of  chemistry  to  agriculture,  the  chemical 
constitution  of  plants,  soils,  and  the  atmosphere  and  the  nature  of  plant-food,  applica- 
tion of  fertilizers,  &c. 

In  his  third  year  the  student  gives  his  time  altogether  to  practical  laboratory  work. 
The  course  can  be  so  varied  as  to  suit  the  wants  or  aims  of  each  student.  If  he  desires  to 
fit  himself  as  a  practical  analyst,  he  is  given  instruction  in  the  methods  of  analysis  of 
minerals,  soils,  marls,  mineral  waters,  fertilizers,  &c. ;  if  he  wishes  to  become  a  teacher 
he  is  taught  how  to  study  the  properties,  constitution,  syntheses,  and  decompositions  of 
chemical  compounds;  if  a  physician  or  druggist,  he  can  devote  his  time  more  especially 
to  poisons,  adulterations,  and  microscopical  work. 

All  of  these  courses  are  fully  carried  out  at  present,  but  it  is  hoped  that  they  can  be 
made  in  time  even  fuller  and  more  complete.  Instruction  is  given  by  means  of  lectures, 
the  training  gained  by  taking  notes  being  looked  upon  as  very  important.  At  the  same 
time  good  reference  books  are  recommended  for  use  in  the  various  classes.  In  order  that 
the  facts  may  be  more  clearly  impressed  upon  the  mind,  numerous  experiments  are  made 
in  illustration  of  them,  and  that  the  knowledge  may  not  be  altogether  one  gained  from 
mere  descriptions,  the  various  substances,  as  far  as  possible,  are  shown  to  the  students, 
thus  helping  greatly  to  fix  their  nature  in  the  memory.  For  purposes  of  illustration  a 
very  considerable  number  of  specimens  have  already  been  collected  and  the  collection  is 
being  continually  added  to. 

The  attempt  to  increase  the  usefulness  of  the  course  of  lectures  on  industrial  and  agri- 
cultural chemistry  by  the  collection  of  industrial  specimens  has  met  with  pleasing  suc- 
cess considering  the  necessarily  small  amount  of  time  that  has  been  given  to  it  so  far. 
These  specimens  illustrating  the  various  steps  in  manufacturing  processes  and  the  result- 
ing products  serve  as  no  mere  description  could  to  bring  the  whole  subject  clearly  be- 
fore the  mind  of  the  students. 

GEOLOGY,  MINEKALOGY,  BOTANY,  ZOOLOGY,  PHYSIOLOGY. 

The  department  of  natural  history  embraces  geology  and  mineralogy,  zoology  and 
botany,  and  the  instruction  is  divided  into  three  courses  corresponding  to  these  subdi- 
visions, as  will  be  seen  below.  The  instruction  in  the  several  branches  is  intended  to  be 
practical.  In  all  cases  the  economic  benrings  of  the  sciences  will  be  considered  as  a  prom- 
inent feature,  and  especially  their  bearing  upon  agriculture.  The  instruction  will  be 
given  by  lectures  and  text-books  combined,  supplemented  whenever  possible  by  work  in 
the  laboratory  and  in  the  field. 

The  course  in  geology  and  mineralogy  will  occupy  three  hours  per  week  during  one 
year.  It  will  include  mineralogy  and  lithology  during  the  first  session,  general  geology 
during  the  first  half  Of  the  second  session,  and  economic  geology  during  the  latter  half 
of  the  second  session.  The  instruction  in  economic  geology  will  be  devoted  mainly  to  a 
consideration  of  geology  in  its  relation  to  agriculture  and  mining,  and  special  attention 
will  be  paid  to  the  soils,  marls,  ore-deposits,  and  other  economic  geological  products  of 
North  Carolina. 

In  zoology,  in  addition  to  physiology  and  hygiene,  and  general  zoology,  there  have  been 
addod  a  course  of  lectures,  laboratory,  and  field  work  on  beneficial  and  noxious  insects, 
and  a  course  of  laboratory  work  in  general  zoology. 

In  the  course  in  physiology  and  hygiene  there  will  be  given  also  a  course  of  special  lect- 
ures on  school  hygiene. 


INDUSTRIAL    EDUCATION   IN    THE    UNITED    STATES.  207 

In  botany  a  course  of  instruction  will  be  given  during  the  spring  session  in  physi- 
ological botany,  including  a  study  of  the  plant,  structure,  the  relation  which  the  differ- 
ent parts  bear  to  one  another,  and  plant  analysis;  and  an  advanced  course,  extending 
through  one  year.  The  advanced  course  will  include  a  study  of  (a)  rusts,  smuts,  and 
other  fungi  parasitic  upon  field  crops,  (b)  grasses  and  forage  plants,  and  (c)  vegetable 
physiology,  or  the  growth  and  cultivation  of  plants. 

NATURAL  PHILOSOPHY. 
The  studies  are: 

1.  Rational  mechanics,  including  statics,  dynamics  of  a  particle,  and  an  introduction 
to  rigid  dynamics. 

2.  Astronomy,  including  spherical  and  practical  astronomy  and  cosmical  physics. 
The  theory  of  central  forces  is  studied  in  connection  with  mechanics. 

PHYSICS. 

This  class  has  completed  during  the  term  the  subjects  of  mechanics,  hydrostatics,  pneu- 
matics, and  heat.  To  test  the  student's  thorough  comprehension  of  the  laws  and  facts 
of  physics,  numerous  examples  ?,re  given  out  in  every  branch  of  the  subject.  It  is  the 
aim  to  require  the  students  to  perform  for  themselves,  as  far  as  practicable,  the  experi- 
ments given  in  the  text,  and  thus  familiarize  themselves  with  the  principles  and  con- 
struction of  the  instruments  used.  The  experience  of  those  engaged  in  teaching  this 
subject  shows  that  a  few  hundred  dollars'  worth  of  apparatus  to  be  thus  used  by  the 
students  will  be  productive  of  better  results  than  ten  thousand  dollars'  worth  which  the 
students  are  allowed  to  look  at  only. 

SURVEYING   AND   ENGINEERING. 

The  first  portion  of  this  course  is  devoted  to  mechanical  drawing.  The  student  is 
taught  first  the  principles  of  projections  and  shades  and  shadows;  later  he  is  required  to 
execute  working  drawings  of  details  used  in  wood,  metal,  and  stone  constructions,  and 
also  drawings  of  ordinary  structures  and  machines.  In  the  surveying  proper,  field  prac- 
tice is  made  the  prominent  feature,  each  student  having  abundant  opportunity  to  use  the 
instruments  himself.  Field  practice  extending  nearly  over  the  entire  year  is  afforded  in 

(1)  Surveying:  measuring  land,  dividing  up  land,  laying  off  land  of  given  shape  and  area, 
surveying  roads  and  streams,  and  making  accurate  maps  and  plots  from  actual  surveys; 

(2)  Engineering,  which  includes  leveling,  with  its  application  to  making  roads  and  ditches, 
laying  out  curves  of  any  curvature  on  the  ground,  setting  slope-stakes,  the  measurement 
and  calculation  of  earth- work,  and  all  the  work  of  locating  a  railroad  up  to  the  point  of 
actual  construction. 

Instruction  is  also  given  in  the  principles  involved  in  and  the  drawings  required  of 
the  best  and  simplest  kinds  of  roofs  and  bridges. 

While  the  instruments  used  generally  in  this  work  are  of  the  best  make  and  costly, 
methods  are  exhibited,  when  possible,  by  which  many  of  the  above  operations  can  be 
carried  on  with  simple  instruments  which  can  be  made  by  any  person  possessing  ordi- 
nary mechanical  skill.* 

BOOKKEEPING. 

The  subjects  of  single  entry  and  double  entry  are  thoroughly  explained  and  illustrated. 

Each  student  is  required  to  write  several  sets,  including,  besides  the  principal  books, 
various  auxiliary  books  and  business  papers. 

An  effort  is  made  to  present  the  science  in  as  simple  and  practical  a  form  as  possible, 
so  that  each  one  at  any  time  may  readily  apply  it  to  his  own  affairs. 

AGRICULTURAL    STUDIES. 

By  availing  themselves  of  an  optional  course,  students  whose  time  and  means  are  lim- 
ited may  obtain  purely  agricultural  instruction  in  branches  deemed  of  special  value. 

The  appliances  for  instruction  and  illustration  Consist  of  apparatus,  not  of  large 
amount  at  present,  but  of  most  improved  make  and  being  augmented  every  year,  the 
contents  of  several  museums,  laboratories  for  chemical,  mineralogical,  zoological,  and 
botanical  work. 

The  museums  contain  geological,  mineralogical,  zoological,  botanical,  industrial,  and 

*  A  «onsiderable  amount  of  excellent  apparatus  has  been  recently  purchased  in  Germany  for  the 
use  of  the  department  of  physics. 


208  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

chemical  specimens;  and  a  room  has  been  devoted  to  the  accommodation  of  valuable 
agricultural  tools,  machines,  and  implements. 

The  laboratories  are  supplied  with  appliances  necessary  for  the  prosecution  of  the  work 
intended  to  be  done  in  them,  according  to  approved  modern  methods. 

The  university  buildings  are  eight  in  number.  They  are  of  brick  and  can  accommodate 
500  students.  One  is  five  stories  in  height;  another,  four;  three  are  three  stories;  two, 
one  story;  and  one,  one  story  with  basement.  The  lecture  and  recitation  rooms  are 
large  and  commodious. 

The  information  presented  in  this  statement  of  the  condition  and  work  of  the  Uni- 
versity of  North  Carolina  has  been  chiefly  supplied  by  the  courtesy  of  its  president, 
Hon.  Kemp  P.  Battle.  He  has  also  outlined  the  practical  work  of  the  university  in 
letters  subsequent  to  the  one  which  has  been  used  in  the  preparation  of  this  article. 
From  them  the  following  extracts  are  selected: 

The  instruction  in  this  institution  is  confined  at  present  to  theoretical  teaching  in  our 
lecture  room,  and  to  practical  and  field  work  in  chemistry,  botany,  zoology,  mineralogy, 
engineering,  physics,  &c. ,  as  explained  above.  It  is  expected  at  no  distant  day  to  con- 
duct open  air  experiments  in  agriculture  as  ancillary  to  theoretical  instruction,  and  we 
are  ready  to  conduct  field  experiments  on  a  larger  scale  for  the  benefit  of  the  public,  as 
soon  as  the  means  shall  be  placed  at  our  disposal.  Until  last  year  (1881),  the  ''State 
Agricultural  Experiment  and  Fertilizer  Control  Station"  was  located  in  the  university 
buildings,  its  establishment  by  the  State  and  its  very  successful  beginnings  and  working 
for  several  years  being  largely  owing  to  the  exertions  and  counsel  of  the  officers  of  the 
university.  Its  publications  in  the  press  of  the  State  and  in  books  and  pamphlet  form 
have  very  greatly  enlightened  the  people  of  the  State  in  agricultural  chemistry. 

The  influence  of  the  station  has  been  very  great  on  the  purchase  and  manufacture  of 
fertilizers.  It  has  driven  inferior  brands  from  the  market,  increased  the  quality  and 
decreased  the  price  of  the  brands  now  remaining,  and  has  disseminated  a  vast  deal  of 
information  among  our  people  on  the  subject  of  fertilizers;  so  that  they  buy  more  com- 
mercial manures  than  ever  before,  and  at  the  same  time  engage  more  extensively  in  the 
preparation  of  fertilizers  on  their  own  farms. 

By  thus  creating  an  intelligent  demand  for  fertilizers,  the  station  has  greatly  increased 
the  annual  products  of  the  soil,  and  there  is  reason  to  believe  that  its  good  eifects  will  be 
lasting  and  will  gather  strength  year  by  year. 

The  station  has  also  driven  fraudulent  seedsmen  out  of  the  market  by  its  tests  for  the 
purity  and  power  of  the  seeds  here  offered  for  sale. 

It  has  also  given  much  attention  to  the  analysis  of  mineral  waters,  and  its  influence  in 
regard  to  the  purification  of  water,  both  on  the  farm  and  in  the  cities,  has  been  exerted 
constantly  and  beneficially.  Specimens  of  marl  have  frequently  been  analyzed,  and  the 
production  of  marl  for  manure  has  been  economized. 

The  scientific  instruction  given  in  the  university  relates  to  the  following  sciences: 
chemistry  (general  and  applied),  agricultural  chemistry,  physics,  civil  engineering,  botany, 
zoology,  physiology,  geology,  mineralogy. 

No  trades  or  industries  are  taught,  but  in  an  agricultural  community  like  ours  it  is 
of  the  first  importance  that  the  foundation  be  laid  for  scientific  observation  through  life. 

Habits  of  attention,  observation,  analysis,  and  generalization  of  scientific  phenomena 
are  impressed  upon  our  students  early  in  life;  and  these,  fortified  by  an  exact  and  intel- 
ligent acquaintance  with  the  general  principles  of  the  sciences,  cannot  fail  to  produce 
more  useful  citizens  and  more  productive  workmen. 

The  structure,  habits,  and  diseases  of  animals,  the  uses,  growth,  and  nature  of  plants, 
the  various  sorts  of  food  and  their  special  uses,  the  value  of  minerals  and  their  distin- 
guishing features,  and  the  various  applications  of  the  forces  of  nature  to  the  service  of 
man,  are  among  the  subjects  that  are  presented  to  our  students  during  their  period  of 
study. 

The  university  had  been  in  a  state  of  suspension  for  several  years,  when  it  was  reopened 
in  1875,  in  consequence  of  the  restoration  of  the  land-grant  fund  by  the  State. 

Its  revival  has  been  the  beginning  of  a  new  life  in  the  education  of  the  State. 

Its  normal  school  has  had  an  attendance  during  its  six  sessions  of  nearly  two  thousand 
teachers,  and  the  courses  of  instruction  and  methods  of  teaching  have  been  greatly  im- 
proved, while  the  attendance  on  the  schools  has  much  increased. 

Several  hundred  more  North  Carolina  boys  are  now  students  in  our  colleges  than  were 
before.  By  the  aid  of  the  land  grant  the  university  began  its  new  career. 


INDUSTEIAL   EDUCATION   IN   THE   UNITED    STATES.  209 


OHIO. 

STATE  UNIVEESITY,  COLUMBUS. 

[Statements  from  circulars  and  reports.] 

The  chief  object  of  the  Ohio  State  University  is  to  promote  the  liberal  and  practical 
education  of  the  industrial  classes  within  the  State  in  their  several  callings  and  pursuits. 

The  subjects  commonly  included  among  college  studies  are  taught,  and  special  provis- 
ion has  been  made  for  extensive  and  practical  instruction  in  the  various  branches  of  nat- 
ural science  and  their  applications. 

The  leading  industries  of  the  State— agriculture,  mechanics,  mining,  and  engineering- 
have  each  a  separate  department  and  special  course  of  study,  and  the  sciences  which  under- 
lie these  industries  also  have  special  departments,  and  are  taught  theoretically  and  practi- 
cally by  eminent  instructors,  who  have  ample  means  for  illustration  and  for  practical 
work  at  hand. 

UNIVEESITY  FINANCES. 

The  grounds,  buildings,  and  apparatus  of  the  university  are  valued  at  $500,000,  and 
its  endowment  fund  amounts  to  $559, 628.  The  sources  from  which  the  latter  was  mainly 
derived  were  the  proceeds  of  the  national  grant  of  630,000  acres  of  public  laud  and  the 
net  proceeds  of  certain  tracts  known  as  the  Virginia  military  lands.  The  proceeds  of 
the  national  grant  were  $342,450.  This  sum  was  put  at  interest  and  the  interest  added 
to  the  principal  until  the  fund  amounted  to  a  little  more  than  $500,000. 

The  sum  realized  from  the  sale  of  Virginia  military  lands  up  to  the  time  of  making 
the  report  for  1880  was  $39,031.49.  A  gift  of  $300,000  from  Franklin  County,  in  which  it  is 
located,  and  frequent  appropriations  from  the  State  treasury  (among  which  the  proceeds 
of  the  Virginia  military  lands  are  included)  have  done  much  to  swell  the  property  of  the 
university  to  its  present  amount. 

The  special  appropriation  for  1880  amounted  to  only  $3,350,  of  which  $1,500  were  for 
farm  improvements  and  stock. 

The  cash  receipts  of  the  university  for  1880  from  the  permanent  endowment  fund  were 
$27,866;  from  incidental  fees,  $3,798;  from  State  appropriation,  $6,701;  from  military 
lands,  $7,285;  from  miscellaneous  sources,  $987;  cash  on  hand  at  the  beginning  of  the 
year,  $4,987;  total  cash  receipts,  $51,624. 

The  disbursements  for  the  same  period  amounted  to  $48,526,  of  which  $26,461  were 
paid  fer  salaries. 

FACULTY,  STUDENTS,  AND  GRADUATES. 

The  faculty  are  16  in  number.  Of  these  12  are  professors,  including  the  president;  1 
is  an  officer  of  the  United  States  Army,  on  duty  as  commandant  of  the  university  cadets 
and  professor  of  military  science  and  tactics;  1  is  an  officer  of  the  United  States  Navy,  on 
duty  as  professor  of  steam  engineering;  1  is  assistant  professor  of  industrial  art,  and  1  is 
instructor  in  French  and  German  languages. 

The  professorships  are  of  philosophy  and  political  economy,  geology,  general  and  ap- 
plied chemistry,  agriculture  and  veterinary  science,  mathematics  and  civil  engineering, 
zoology  and  comparative  anatomy,  mechanics,  physics,  mining  and  metallurgy,  history 
and  English  language  and  literature,  Latin  and  Greek,  horticulture  and  botany.  These 
12  professorships  are  here  named  in  the  order  of  appointments  of  the  present  incumbents, 
with  the  exception  of  the  first  chair,  which  is  occupied  by  the  president. 

In  addition  to  the  professors  and  assistant  professors  a  number  of  tutors  are  employed 
in  primary  work. 

The  number  of  students  increased  from  27  in  1873  to  330  in  1882. 

No  tuition  fees  are  required,  but  an  incidental  fee  of  $15  per  annum  is  charged;  and 
advanced  students  in  chemistry  are  required  to  pay  $10  a  term  for  materials  consumed 
in  laboratory  work  and  the  deterioration  of  instruments.  Students  in  physics  pay  $7  per 
term  laboratory  fees. 

The  first  graduates  reported  to  this  bureau  were  those  of  1878.  The  class  of  that  year 
numbered  6  and  all  but  1  took  the  degree  in  science. 

The  graduating  class  of  1879  had  7  members,  and  one  post-graduate  degree  was  given 
in  course,  that  of  Ph.  D. 

The  class  of  1880  had  9  members;  6  of  them  received  the  degree  of  bachelor  of  arts, 
and  1  each  bachelor  of  science,  mining  engineer,  and  mechanical  engineer. 

The  class  of  1881  had  9  members;  2  of  them  received  the  degree  of  bachelor  of  arts, 
S.  Ex.  25 14 


210  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

5  the  degree  of  bachelor  of  science,  1  the  degree  of  bachelor  of  philosophy,  and  1  the  degree 
of  mining  engineer.  There  was  conferred  also  one  post-graduate  degree  (of  mining  engi- 
neer) upon  a  bachelor  of  science. 

The  other  degrees  given  by  the  university  are  bachelor  of  philosophy,  bachelor  of  agri- 
culture, and  civil  engineer.  Certificates  of  work  done  are  also  granted. 

There  are  seven  courses  of  study  preparatory  to  the  seven  degrees  which  have  been 
mentioned.  Three  of  them  are  general  and  four  technical. 

The  general  courses  are  in  arts,  philosophy,  and  science.  The  technical  courses  are  in 
civil  engineering,  mechanical  engineering,  mining  engineering,  and  agriculture. 

Of  the  general  courses  that  in  science  alone  has  a  special  industrial  bearing.  Its  studies 
may  be  outlined  as  follows: 

Freshman  year:  Analytical  geometry,  differential  and  integral  calculus,  chemistry,  min- 
eralogy, freehand  drawing,  and  French. 

Sophomore  year:  Botany,  zoology,  French,  and  an  elective  course  in  botany,  chemistry, 
or  physics,  continuing  through  the  year. 

Junior  year:  Geology,  astronomy,  and  two  elective  courses  in  the  sciences  above  men- 
tioned with  the  addition  of  vertebrate  anatomy  and  physiology. 

Senior  year:  Ehetoric  and  logic,  and  two  elective  courses  in  sciences,  or  one  in  psychol- 
ogy and  ethics  and  the  other  in  science. 

The  three  engineering  courses  agree  with  the  course  in  science  for  the  freshman  year, 
and  are  similar  to  each  other  in  all  but  the  special  studies  during  the  remaining  three 
years. 

The  course  in  civil  engineering  has  roads,  drawing,  geodesy,  and  civil  engineering  for 
special  studies;  the  course  in  mining  has  an  extended  course  in  geology  and  chemistry, 
and  furnishes  thorough  instruction  in  metallurgy,  mineralogy,  assaying,  the  treatment 
of  ores,  the  theory  of  veins,  mining  engineering,  and  the  construction  of  metallurgical 
works;  the  course  in  mechanical  engineering  gives  prominence  to  physics  and  drawing,, 
and  is  especially  arranged  for  the  purpose  of  giving  instruction  in  thermo-dynamics, 
prime  movers,  mill  work,  and  mechanism,  with  practice  in  the  mechanical  laboratory. 

The  course  in  agriculture  differs  from  all  the  others.  Its  freshman  year  is  devoted  to 
work  in  the  mechanical  laboratory  and  the  study  of  chemistry,  mineralogy,  surveying, 
.civil  engineering,  and  the  construction  of  roads,  drains,  &c.  The  next  year  is  wholly 
taken  up  with  botany,  zoology,  and  veterinary  anatomy. 

The  special  agricultural  studies,  commencing  in  the  junior  year,  include  a  discussion  of 
soils,  manures,  crops,  and  tillage,  and  farm  improvement  and  management.  The  other 
branches  pursued  are  geology  and  physiology.  * 

In  the  senior  year  rhetoric  and  logic  are  the  general  studies;  and  the  special  studies 
include  domestic  animals,  stock  breeding  and  feeding,  dairy  products,  and  the  diseases 
of  animals  and  their  treatment. 

The  practice  of  electing  courses  of  study  is  so  common  to  the  students  and  so  much 
encouraged  by  the  university  that  an  account  of  the  institution  would  not  be  complete 
which  did  not  give  a  view  of  the  departments  of  instruction  from  which  selection  may 
be  made  and  the  character  of  the  work  done  in  them,  so  far  as  it  has  relation  to  indus- 
trial education. 

The  departments  are  fourteen  in  number,  viz:  Physics,  chemistry,  zoology  and  com- 
parative anatomy,  geology,  agriculture,  botany,  mathematics,  civil  engineering,  mechan- 
ical engineering,  mining  engineering,  military  science  and  tactics,  modern  languages 
and  English,  Latin  and  Greek,  and  history  and  philosophy.  Of  the  last  three  depart- 
ments no  further  mention  is  necessary. 

In  physics  there  are  elementary  and  advanced  courses.  The  latter  occupies  two  years, 
and  includes  the  application  of  graphics  and  mathematics  to  physics,  lectures  on  the  use 
of  instruments  and  the  details  of  observation  and  experimental  work.  The  laboratory 
is  supplied  with  expensive  and  well  selected  apparatus  designed  for  illustration  and  for 
the  purposes  of  original  research. 

Chemistry  is  required  to  be  studied  two  terms  and  a  half  by  all  who  are  candidates 
for  a  degree.  In  this  time  organic  and  inorganic  chemistry  and  the  relation  of  chemis- 
try to  the  arts  are  considered,  and  the  student  is  prepared  for  the  advanced  course,  which 
covers  two  years,  and  is  required  of  students  in  civil  and  mining  engineering.  The  work 
in  qualitative  analysis  is  supplemented  by  instruction  in  the  use  of  the  spectroscope  and 
the  blow-pipe.  The  volumetric  and  gravimetric  methods  of  quantitative  analysis  are 
both  taught;  and  after  known  compounds  have  been  sufficiently  investigated,  assistance 
is  given  in  doing  work  with  substances  which  are  employed  in  agriculture,  medicine, 
pharmacy,  or  the  arts.  A  full  course  in  assaying,  given  in  the  mining  laboratory,  is 
open  to  students  in  chemistry. 

The  State  has  recently  appropriated  $20,000  for  the  erection  of  a  new  building  for  the 
chemical  and  mining  laboratories.  This  building  is  now  in  process  of  erection,  and  will 
be  completed  before  the  beginning  of  the  winter  term.  It  is  160  feet  long  in  front  and 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  211 

80  feet  deep  in  the  central  portion.  It  will  be  two  stories  high,  with  basement  and  gable 
roofs.  The  upper  floor  will  be  devoted  to  the  chemical  department  exclusively.  The 
first  floor  will  be  occupied  by  the  mining  department.  Ample  space  on  this  floor  is  re- 
served for  agricultural  chemistry. 

In  the  department  of  zoology  and  comparative  anatomy  instruction  in  human  anatomy 
and  physiology  is  given  to  preparatory  students;  in  zoology  to  the  sophomores  of  all  the 
courses,  and  in  more  special  studies  to  junior  and  senior  students  at  their  election. 

The  object  of  the  sophomore  year  course  in  zoology  is  to  afford  a  general  understanding 
of  the  animal  kingdom  as  a  whole,  to  illustrate -the  objects  and  methods  of  classification, 
to  indicate  the  more  important  morphological  relations  on  which  classification  is  based, 
and  to  give  an  insight  into  the  principles  which  underfie  the  phenomena  of  animal  life. 

The  elective  work  of  the  junior  year  is  in  connection  with  comparative  anatomy,  and 
consists  largely  of  practice  in  the  laboratory  and  the  dissecting  room  of  the  department.  It 
may  be  so  modified  as  to  prepare  the  student  for  the  advanced  study,  in  the  senior  year, 
of  either  paleontology  or  physiology  and  histology. 

Students  in  agriculture  pursue  the  advanced  studies  in  this  department  one  year  ear- 
lier than  students  in  science,  that  is,  during  their  sophomore  and  junior  years;  and  spe- 
cial students  take  up  such  studies  as  they  may  be  desirous  of  pursuing  and  are  prepared  to 
undertake. 

The  collections  and  appliances  of  the  department  have  been  carefully  selected. 

The  laboratory  is  supplied  with  microscopes  and  other  appliances  for  biological  work; 
and  the  dissecting  room  affords  ample  facilities' for  performing  the  work  incident  to  the 
study  of  veterinary  and  other  branches  of  anatomy. 

The  department  of  geology  presents  no  marked  features.  The  collections  made  by  the 
State  geological  survey  are  in  the  possession  of  the  university,  and  valuable  fossils  and 
minerals  have  been  added  from  various  sources.  Every  geological  formation  in  the  State 
is  represented  in  the  collection. 

In  the  department  of  agriculture  work  is  provided  for  three  years.  The  first  and  second 
terms  of  the  first  year's  work  are  applied  to  the  examination  of  soils,  their  origin,  com- 
position, organic  relations,  adaptations  to  particular  crops  and  methods  of  culture,  and 
the  preservation  and  restoration  of  fertility ;  and  to  learning  the  character  and  value  of 
forage  plants,  the  approved  methods  of  field  culture,  and  the  value  and  application  of 
fertilizers. 

The  latter  part  of  the  year  is  devoted  to  the  study  of  farm  work  and  improvements. 
Under  the  latter  head  come  drainage,  irrigation,  the  construction  and  repair  of  roads  and 
fences,  and  the  erection  of  buildings.  The  second  year  is  mainly  spent  on  the  following 
topics:  the  natural  history,  description,  and  adaptation  of  the  various  domestic  animals; 
horse-training,  cattle-feeding,  wool-growing,  dairy  management,  etc.  The  work  of  the 
third  year  is  spent  on  veterinary  science.  .. 

The  State  has  established  an  agricultural  experiment  station,  which  is  now  located  at 
the  university.  The  station  is  sustained  by  appropriations  from  the  State. 

The  experiments  and  investigations  will  be  carried  on  both  in  the  field  and  laboratory, 
and  will  deal  with  the  following  great  agricultural  interests,  viz:  (1)  Grain  raising. 
(2)  Stock  farming  and  dairy  husbandry.  (3)  Fruit  and  vegetable  culture.  (4)  For- 
estry. 

The  station  is  prepared  to  test  varieties;  to  analyze  and  test  fertilizers  and  manures;  to 
examine  seeds  that  are  suspected  of  being  unsound  or  adulterated ;  to  identify  and  name 
weeds  and  other  plants;  to  investigate,  and  describe  when  known,  the  habits  of  injurious 
and  beneficial  insects;  and  other  work  of  a  similar  character  that  properly  comes  within 
its  province. 

Horticulture  and  botany  have  been  provided  for  by  the  establishment  of  a  sepa- 
rate professorship,  the  aim  of  which  is  to  unite  scientific  knowledge  and  investigation 
with  the  most  skillful  practice  in  the  important  pursuits  of  fruit  growing,  gardening, 
forest  culture,  and  other  like  divisions.  The  professor  of  horticulture  and  botany  is  the 
director  of  the  agricultural  experiment  station. 

An  herbarium,  representing  quite  completely  the  flora  of  the  State,  is  accessible  to  stu- 
dents. 

Mathematics  are  taught  by  two  professors.  One  term  is  given  to  astronomy,  and  ap- 
pliances for  the  use  of  students  in  this  subject  are  being  obtained. 

Civil  engineering  has  a  prominent  place,  and  the  course  in  it  includes  practical  survey- 
ing, the  location  and  construction  of  railroads  and  bridges,  strength  of  materials,  geodesy, 
and  studies  of  a  more  technical  character.  Varied  and  adequate  field  work  is  undertaken, 
for  which  a  full  set  of  finely-constructed  instruments  has  been  provided. 

The  department  of  mechanical  engineering  has  recently  been  equipped,  and  is  attract- 
ing many  students. 

The  course  of  study  includes  the  principles  of  mechanism,  machine-drawing  and  de- 


212  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

signing,  four  terms  of  laboratory  work,  and  the  consideration  of  auxiliary  branches.  It 
is  explained  in  a  recent  report  as  follows: 

' '  In  the  principles  of  mechanism  are  studied  the  parts  of  machinery  by  pairs,  or  ele- 
mentary combinations  of  mechanism.  In  this  the  form  and  arrangement  of  the  parts 
necessary  for  securing  the  desired  modification  of  motion  are  sought. 

In  the  machine-designing  the  student  takes  up  some  problem  in  the  shape  of  a  partic- 
ular machine  for  a  special  purpose.  The  forms,  dimensions,  and  arrangements  of  the 
parts  are  decided  upon,  and  then  a  drawing  is  carefully  made  of  the  whole.  Detail 
drawings  to  regulation  size  are  then  made,  and  finished 'in  shade  lines,  as  done  in  the 
best  shops.  The  quality  of  these  drawings  is  sufficient  for  the  requirements  of  photo- 
engraving for  illustrations  upon  circulars. 

In  thermo-dynamics  are  studied  the  principles  which  form  the  groundwork  of  all  heat- 
engines.  In  prime  movers  are  studied  all  kinds  of  heat-engines,  such  as  steam,  hot-air, 
&c. ,  and  also  wind  and  water  wheels.  Mill  work  and  machinery  takes  up  valve-gears,  fly- 
wheels, governors,  efficiency  of  parts  of  machines,  strength  of  parts,  &c. 

The  mechanical  laboratory  is  intended  for  acquainting  the  student  with  the  materials 
used  in  machine  construction;  with  the  forms  customary  in  machinery;  to  impart  a  de- 
gree of  skill  in  the  use  of  tools  and  a  knowledge  of  the  operations  and  practices  of  the 
shop. 

The  first  term  consists  of  the  actual  use  of  tools  in  executing  a  set  of  forms  chosen  with 
a  view  to  supplying  the  greatest  possible  amount  of  practical  instruction  for  the  time. 
This  is  combined  with  weekly  lectures  on  tools  and  their  use. 

The  second  term  carries  the  above  practice  to  the  fitting  together  of  parts  and  to  the 
use  of  machine  tools,  such  as  the  lathe,  planer,  etc.  This  is  combined  with  weekly  ex- 
ercises in  designing  and  drawing  of  machine  elements,  such  as  cranks,  bearing-boxes, 
stub-ends,  etc. 

The  third  term  is  fully  occupied  in  fitting  parts  carefully  together,  as  in  the  joints  of 
machinery,  and  in  finishing  the  surfaces  by  scraping,  polishing,  burnishing,  etc.  This 
is  in  combination  with  a  weekly  exercise  in  the  invention  of  simple  machines  for  specific 
operations,  such  as  bending  wire  staples,  cutting  wool  combs,  &c. 

The  fourth  term  of  mechanical  laboratory  practice  is  constructive.  It  is  taken  in  con- 
nection with  the  principles  of  mechanism.  In  the  latter,  problems  in  mechanism  are 
worked  out,  forms  and  dimensions  assigned  to  the  parts,  and  then  these  are  executed  in 
tlie  laboratory,  resulting  in  models  of  mechanical  movements  for  the  cabinet. 

The  course  in  mining  engineering  secures  to  the  student  careful  instruction  in  mining, 
the  preparation  of  the  ore,  and  its  metallurgical  treatment. 

Lectures,  the  study  of  text-books,  preparation  of  maps  and  drawings,  visits  to  existing 
works,  and  practice  in  estimates  and  designs  form  parts  of  the  field  of  instruction.  There 
is  a  collection  of  minerals  such  as  are  commonly  met  with  in  mining  operations,  a  full 
equipment  of  furnaces  and  ores  for  assaying,  and  models  exhibiting  all  the  common  forms 
of  crystals. 

The  aid  which  the  university  directly  renders  to  the  agriculture  of  the  State  is  given 
through  the  lectures  on  practical  agriculture  and  the  experiments  conducted  upon  the 
i'arm.  The  lectures  are  given  in  the  early  part  of  each  year,  and  are  attended  by  intel- 
iigent  farmers,  who  wish  to  obtain  modern  and  correct  scientific  ideas  of  subjects  re- 
lated to  their  occupation. 

The  professor  of  agriculture  not  only  contributes  to  this  course  of  lectures  (if  he  does 
not  furnish  the  whole  of  it),  but  also  attends  the  county  institutes  for  farmers. 

The  university  farm  contains  320  acres  of  land.  Valuable  experiments  are  constantly 
being  tried  upon  it.  Those  reported  in  1880  were  in  wheat  culture  (including  yield  of 
varieties,  effects  of  early  and  late  sowing,  late  plowing,  &c.,),  corn  culture,  potatoes 
(yield,  effect  of  fertilizers,  etc.),  forage  crops,  millet,  rye,  rice,  corn,  grasses,  and  clover; 
thorough  drainage,  and  sorghum  culture. 

A  circular  of  information  on  the  classification  of  students,  issued  in  June,  1882,  is  as 
follows: 

CLASSIFICATION   OF  STUDENTS. 

The  attention  of  students  is  called  to  the  following  system  of  classification,  which  has 
recently  been  adopted  by  the  faculty  for  the  purpose  of  doing  away  with  a  large  amount 
of  unnecessary  irregularity.  There  is  no  desire  or  intention  on  the  part  of  the  faculty 
to  depart  from  its  former  liberal  policy  toward  students  seeking  special  facilities  in  any 
particular  direction  for  a  definite  purpose;  such  students  will,  however,  be  in  future  re- 
quired to  state  the  ends  which  they  have  in  view,  and  to  pursue  such  studies  as  are,  in 
the  judgment  of  the  faculty,  conducive  to  the  end  designated.  On  the  other  hand,  the 
faculty  cannot  escape  the  conviction  that  there  is  a  great  deal  of  purposeless  irregularity, 
the  result  of  mere  whim  or  fancy  in  some  instances,  which  they  regard  not  only  as  det- 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  213 

rimental  to  the  progress  of  the  institution  but  also  to  the  welfare  of  the  students  them- 
selves.    It  is  this  conviction  which  has  led  to  the  adoption  of  the  plan  herein  described: 

First.  The  various  departments  of  the  university  will  hereafter  be  classified  in  four 
schools,  designated  as  follows: 

The  school  of  arts  and  philosophy,  including  those  studies  which  enter  into  the  courses 
leading  to  the  degrees  of  bachelor  of  arts  and  bachelor  of  philosophy. 

The  school  of  science,  including  those  studies  which  enter  into  the  course  leading  to 
the  degree  of  bachelor  of  science. 

The  school  of  engineering,  including  those  studies  which  enter  into  the  courses  lead- 
ing to  the  degrees  of  civil  engineer,  mechanical  engineer,  and  mining  engineer. 

The  school  of  agriculture,  including  those  studies  which  enter  into  the  course  leading 
to  the  degree  of  bachelor  of  agriculture. 

Second.  Every  student  (resident  graduates  alone  excepted)  shall  enter  one  of  the  above 
schools  or  shall  be  assigned  to  that  one  in  which  the  majority  of  his  studies  are  found 
(in  case  of  irregularity).  There  shall  be  no  unclassified  students. 

Third.  Each  school  will  be  under  the  direction  of  a  standing  committee  of  the  faculty, 
having  power  to  act  in  all  matters  pertaining  to  the  studies  of  students  in  such  school 
and  in  matters  of  minor  discipline.  The  following  committees  have  been  appointed  for 
the  various  schools: 

Arts  and  philosophy. — The  president,  the  professors  of  Latin  and  Greek,  history,  geol- 
ogy, chemistry,  and  French  and  German. 

Science. — The  president,  the  professors  of  mathematics,  chemistry,  physics,  geology, 
and  zoology. 

Engineering. — The  president,  the  professors  of  civil  engineering,  mechanical  engineer- 
ing, mining  engineering,  physics,  and  drawing. 

Agriculture. — The  president,  the  professors  of  agriculture,  horticulture,  mechanics, 
metallurgy,  and  zoology. 

Students  will  report  at  the  beginning  of  the  fall  term  to  the  secretaries  of  their  respect- 
ive committees,  whose  names  will  be  announced  at  that  time. 

Fourth.  All  students  in  each  school  will  be  regarded  as  belonging  to  one  of  two 
groups;  first,  those  whose  purpose  it  is  to  enter  upon  one  of  the  regular  courses  of  study, 
Avith  the  expectation  of  taking  its  degree;  second,  those  who  come  to  the  university  for 
the  purpose  of  pursuing  some  special  study  or  line  of  work,  and  who  do  not  expect  to 
take  a  degree. 

The  courses  of  study  leading  to  the  various  degrees  having  been  arranged  by  the  fac- 
ulty in  the  order  which  they  believe  to  be  the  best  adapted  to  the  general  requirements 
of  students,  all  who  do  not  belong  to  the  second  of  the  groups  indicated  will  be  required  to 
enter  upon  the  regular  work  of  the  college  classes  to  which  they  belong,  or  in  case  of 
present  irregularity  to  remove  such  irregularity  as  speedily  as  practicable  in  the  man- 
ner prescribed  by  the  committee  of  the  school  in  which  they  are  classed,  and  no  such 
student  will  be  allowed  to  take  more  or  other  than  his  regular  studies  without  present- 
ing a  request  with  reason  therefor  to  his  committee  and  receiving  its  consent.  Such  con- 
sent may  be  revoked  at  any  time  when  it  may  seem  advisable  to  do  so. 

Students  belonging  to  the  second  group,  viz:  those  coming  to  the  university  for  a  lim- 
ited time  with  the  definite  purpose  of  pursuing  some  special  line  of  work,  will  in  each 
case  enter  the  school  in  which  their  proposed  work  is  chiefly  included,  and  shall  lay  before 
the  committee  a  statement  of  the  end  in  view,  the  studies  proposed  for  the  accomplish- 
ment of  that  end,  and  the  probable  period  of  residence. 

While  it  will  be  the  purpose  of  each  committee,  in  accordance  with  the  well-estab- 
lished policy  of  the  university,  to  allow  to  such  students  full  freedom  in  the  selec- 
tion of  the  branches  which  they  desire  to  pursue,  subject  only  to  the  necessary  limita- 
tions that  they  are  prepared  to  take  up  the  branches  they  select  and  that  such  branches 
are  in  accordance  with  the  end  proposed,  it  is  also  their  intention  to  hold  students  as 
regularly  to  the  performance  of  their  accepted  schemes  of  work  as  they  do  the  members 
of  the  first  group  to  their  prescribed  course  of  study;  and  they  will  refuse  admission  to 
this  group  to  all  of  whose  definiteness  of  purpose  or  fitness  to  undertake  the  work  pro- 
posed they  fail  to  receive  satisfactory  evidence. 


OREGON. 
CORVALLIS  COLLEGE. 

The  legislature  of  Oregon  accepted  the  national  grant  in  behalf  of  agricultural  educa- 
tion October  9,  1862.  Nearly  ten  years  later  it  gave  the  benefit  of  the  grant  to  Corvallis 
College,  at  Corvallis,  an  institution  established  in  1865  and  chartered  in  1868  for  the 
purpose  of  the  preparatory  and  collegiate  education  of  the  }'outh  of  Oregon.  The  general 


214  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

character  of  the  college  has  been  maintained,  although  agricultural  instruction  is  af- 
forded. The  object  of  this  instruction  is  to  give  students  a  thorough  knowledge  of  scien- 
tific and  practical  agriculture,  and  through  them  so  improve  the  present  system  of  crop 
culture  that  there  shall  be  a  minimum  exhaustion  of  the  soil  and  yet  maximum  crops. 

The  grant  with  which  Corvallis  College  was  endowed  amounted  to  90,000  acres.  Part 
of  this  land  has  been  sold  for  $50,000.  The  grounds,  buildings,  and  apparatus  are  valued 
at  $10, 000.  The  annual  income  is  about  $6, 000. 

The  faculty  consists  of  the  president,  who  is  professor  of  moral  philosophy  and  physics, 
professors  of  mathematics  and  languages,  and  teachers  in  the  preparatory  department 
and  of  drawing  and  painting.  The  subjects  of  instruction  are  arranged  by  schools.  No 
regular  courses  of  study  are  given  in  the  catalogue.  Agricultural  studies  treat  of  the  com- 
position and  analysis  of  soils,  the  preparation  of  soils  and  manures,  modes  of  drainage,  con- 
struction of  farm  buildings,  and  stock  raising.  General,  analytical,  and  agricultural 
chemistry  are  taught  by  the  president;  mineralogy,  geology,  and  zoology,  by  the  pro- 
fessor ol  mathematics;  and  botany  and  fruit  culture,  by  the  professor  of  languages. 

The  number  of  students  enrolled  in  1881-' 82  was  150,  of  whom  90  were  males  and  60 
females.  Tuition  for  the  scholastic  year  is,  in  the  primary  classes,  $18;  preparatory  de- 
partment, from  $30  to  $36;  in  the  scientific  and  agricultural  courses,  $39;  and  in  the 
classical  college,  $45.  There  are  sixty  free  scholarships  for  young  men  over  sixteen  years 
of  age.  They  are  secured  by  application  to  the  State  senators  or  the  president  of  the 
college. 

The  graduates  of  the  college  up  to  and  including  1881  numbered  47,  35  males  and  12 
females.  The  men  received  degrees  as  follows:  A.  M.,  3;  A.  B.,  3;  B.  s.,  29;  the  women, 
with  one  exception,  took  the  degree  of  B.  s.  Farming  is  the  favorite  occupation  among 
them.  About  five  hundred  young  men,  mostly  farmers'  sons,  have  received  an  educa- 
tion at  the  college. 


PENNSYLVANIA. 
PENNSYLVANIA  STATE  COLLEGE,  CENTRE  Co. 

[Statement  from  catalogue,  &c.] 

The  leading  object  of  the  Pennsylvania  State  College  is,  '  'without  excluding  other  classi- 
cal and  scientific  studies  and  including  military  tactics,  to  teach  such  branches  of  learning 
as  are  related  to  agriculture  and  the  mechanic  arts  in  such  manner  as  the  legislature  of 
the  State  may  prescribe,  in  order  to  promote  the  liberal  and  practical  education  of,  the 
industrial  classes  in  the  several  pursuits  and  professions  in  life." 

Since  its  opening  in  1859  the  college  has  sought  to  teach  the  various  sciences  in  such  a 
manner  as  to  show  their  relations  to  the  more  common  industries,  and  thus  to  combine 
the  theory  with  the  practice,  the  science  with  the  art.  The  entire  organization  and  equip- 
ment have,  therefore,  had  these  objects  in  view. 

ENDOWMENT,  ETC. 

The  income  of  the  college  is  almost  wholly  obtained  from  a  bond  of  the  State  of  Penn- 
sylvania for  $500,000,  upon  which  interest  is  paid  semi -annually  at  the  rate  of  6  per  cent, 
per  annum.  The  property  of  the  institution — its  buildings,  farm,  farm  stock,  apparatus, 
&c.—  is  valued  at  $532,000.  This  property  was  in  1866  mortgaged  for  $80,000.  For  the 
payment  of  the  mortgage  provision  was  made  by  act  of  the  legislature  approved  June  12, 
1878.  Owing  to  the  expenditure  during  1879  of  $10,000  for  steam  heating  apparatus, 
$2.000  for  the  extension  and  improvement  of  laboratories,  and  $5,000  for  a  professor's 
house,  the  floating  debt  was  increased  to  $33,000;  but  that  is  now  in  process  of  extin- 
guishment by  regular  additions  to  a  sinking  fund.  The  amount  expended  for  instruction 
in  1882  was  $17,500. 

FACULTY  AND  STUDENTS. 

The  faculty  consists  of  the  president,  who  is  professor  of  political  and  social  science, 
and  professors  of  English  literature  and  ancient  languages,  botany  and  horticulture, 
agriculture  and  agricultural  chemistry,  mathematics  and  astronomy,  military  science 
and  tactics,  chemistry,  modern  languages,  physics,  civil  engineering,  geology  and  zo- 
Mogy,  an  assistant  professor  of  ancient  languages,  and  a  lady  principal  in  charge  of  the 
Ibmale  department.  There  are  also  three  other  teachers  in  the  preparatory  department 
and  an  instructor  of  music. 

There  are  superintendents  of  the  college  and  experimental  farms,  the  pastern  experi- 
mental farm  in  Chester  County,  and  the  western  experimental  farm  in  Indiana  County. 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  215 

The  students  in  attendance  in  1880-' 81  were  classified  as  follows:  Resident  graduates, 
•5;  graduates  at  last  commencement,  3;  seniors,  10;  juniors,  9;  sophomores,  10;  fresh- 
men, 18;  special  students,  8;  preparatory,  85;  males,  125;  females,  23;  total,  148. 

Tuition  is  free.  Incidentals,  including  room  rent  and  all  college  charges  except 
chemicals,  are  $40  per  annum. 

The  whole  number  of  graduates  up  to  and  including  1882  was  122.  Of  these  52  re- 
ceived the  degree  of  bachelor  of  science,  46  of  bachelor  of  agriculture,  and  24  of  bachelor 
of  arts.  Their  occupations,  as  far  as  known,  are  lawyers  and  law  students,  18;  farmers, 
18;  teachers,  15;  physicians  and  druggists,  11 ;  chemists,  10;  engineers  (mining  or  civil), 
6;  manufacturers,  6;  deceased,  5;  miscellaneous,  33;  total,  122. 

COUESES  OF  STUDY. 

The  act  of  Congress  of  July  2,  1862,  which  the  college  regards  as  of  binding  authority, 
requires  instruction  to  be  given  in  a  large  number  of  subjects.  In  order  to  employ  fully 
the  large  teaching  force  demanded,  to  meet  as  far  as  possible  the  wishes  of  its  patrons, 
and  to  serve  to  the  best  advantage  the  interests  of  the  State,  the  college  has  organized 
.and  offers  to  both  sexes  the  following  courses  of  instruction: 

Preparatory  course,  classical  and  scientific;  two  general  courses,  general  science  and 
classics;  and  four  technical  courses,  agriculture,  natural  history,  chemistry  and  physics, 
.and  civil  engineering.  It  also  admits  special  students  who  do  not  intend  to  take  all  of 
any  college  course.  It  still  further  offers  to  farmers  and  others  who  cannot  become  stu- 
dents a  farmers'  institute  or  course  of  lectures,  lasting  two  weeks  in  midwinter.  Par- 
ticulars concerning  the  studies  are  given  below. 

ADMISSION. 

The  college  admits  both  sexes,  on  the  following  conditions: 

First.  Candidates  for  the  preparatory  department  must  be  at  least  14  years  of  age  and 
have  a  fair  knowledge  of  the  ordinary  common  school  branches. 

Second.  For  admission  to  the  freshman  class,  general  science  course,  the  candidate 
must  be  at  least  15  years  of  age,  and  pass  a  further  examination  in  United  States  his- 
tory, Olney's  Higher  Algebra  (to  quadratics).  Olney's  Geometry  (to  section  7),  Steele's 
.Fourteen  Weeks  in  Physics,  and  Houston's  Physical  Geography,  or  their  equivalents. 
For  the  classical  course  the  applicant  will  be  examined  in  Caesar,  Cicero's  orations,  and 
Xenophon's  Anabasis,  instead  of  physics  and  physical  geography.  Candidates  for  either 
course  should  have  some  practical  knowledge  of  drawing  and  bookkeeping.  Students 
whose  advanced  knowledge  of  some  subjects  will  enable  them  to  makeup  their  deficien- 
cies in  others  may  be  admitted  conditionally.  Equivalents  are  accepted  in  all  cases  from 
-candidates  for  admission. 

PREPARATORY  COURSES. 

As  many  students  come  from  districts  where  there  are  no  advanced  schools,  it  has 
been  found  needful  to  maintain  a  department  which  shall  prepare  such  persons  for  ad- 
mission to  college,  and  shall,  at  the  same  time,  give  a  good  practical  training  to  those 
who  are  unable  from  any  cause  to  prolong  their  studies  beyond  the  ordinary  academic 
-course. 

Applicants  should,  as  stated,  be  at  least  14  years  of  age  and  have  a  good  knowledge  of 
the  common  English  branches.  Preparatory  students,  except  those  who  are  under  the 
immediate  care  of  their  parents  and  guardians,  are  required  to  room  in  the  building, 
where  they  are  under  the  supervision  of  the  principal  of  the  department  and  his  assist- 
ants during  study  hours;  and  every  effort  is  made  to  incite  in  them  a  love  of  study  and 
to  create  and  confirm  habits  favorable  to  it. 

As  there  are  two  general  courses  in  the  college,  there  are  two  preliminary  courses,  de- 
signed to  prepare  for  these  respectively.  While  these  have  much  in  common,  clearness 
•demands  that  they  be  given  separately.  They  are  as  follows: 


IN   GENERAL   SCIENCE. 


First  year. 


IN  CLASSICS. 


First  year. 


Fall  session. — Arithmetic,  algebra,  phys-  Fall  session. — Arithmetic,  algebra,  phys- 
iology, English  analysis.  |  iology,  Latin  grammar  and  reader. 

Winter  session. — Algebra,  English  com-  Winter  session* — Algebra,  English  com- 
position, physical  geography,  zoology.  position,  physical  geography,  Latin  reader. 


Spring  session.—  Algebra,    English  his- 
tory, botany,  English  composition. 


Spring  session. — Algebra,   English  his- 
tory, botany,  Caesar  and  Latin  composition. 


216 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 


IN   GENERAL,  SCIENCE. 

Second  year. 

Fall  session. — Algebra,  English  history, 
natural  philosophy,  German.  Practicum, 
drawing  one  hour  daily. 

Winter  session.  — Algebra,  geometry,  Uni- 
ted States  history,  phy si  cs  or  Latin.  Prac- 
ticum, bookkeeping  one  hour  daily. 

Spring  session. — Geometry,  United  States 
history,  geology  or  Latin.  Practicum, 
drawing  one  hour  daily. 


IN  CLASSICS. 

Second  year. 

Fall  session. — Algebra,  English  history,. 
Caesar  and  Latin  composition,  Greek  gram- 
mar and  reader.  Practicum,  drawing 
one  hour  daily. 

Winter  session. — Algebra,  United  States 
history,  Cicero's  orations,  Greek  grammar 
and  reader.  Practicum,  bookkeeping  one 
hour  daily. 

Spring  session.  — Geometry,  United  States- 
history,  Ovid,  Xenophon's  Anabasis.  Prac- 
ticum, drawing  one  hour  daily. 


GENERAL  COLLEGE  COURSES. 


The  college  offers,  as  already  stated,  two  full  courses,  each  of  four  years.  That  in 
general  science  embraces  German  and  French,  mathematics,  and  a  fair  outline  of  the 
natural  and  the  metaphysical  sciences.  The  classical  combines  with  the  essentials  of 
the  old  time-honored  "  college  course  "  a  large  amount  of  the  scientific  knowledge  and 
the  practical  training  which  that  course  formerly  lacked.  Each  course  as  here  taught 
aims  at  the  full  development  of  the  student's  powers  of  observation  and  of  reasoning. 

At  the  close  of  the  sophomore  year  the  student  in  either  course  may  enter  one  of  the 
technical  courses. 

In  the  following  schedules  of  studies  a  figure  placed  after  any  subject  indicates  the 
number  of  hours  of  recitation  or  of  practice  given  to  that  study  each  week. 


General  science,  course. 

FRESHMAN  CLASS. 

Fall  Session. — Algebra  (3),  geometry  (3), 
German  (5),  tactics  (4).  Practicum — draw- 
ing (4),  horticulture  (4). 

Winter  Session. — Algebra  (4),  geometry 
(2),  rhetoric  (4),  German  (5).  Practicum — 
drawing  (2),  mechanic  arts  (6). 

Spring  Session. — Trigonometry  (5),  physi- 
ology (4),  German  (3),  French  (3).  Prac- 
ticum— drawing  (4),  horticulture  (4). 


Classical  course. 

FRESHMAN  CLASS. 

Fatt  Session. — Algebra  (3),  geometry  (3)r 
Virgil  (5),  Xenophon's' Anabasis  and  Greek 
composition  (4).  Practicum — drawing  (4) f 
horticulture  (4). 

Winter  Session. — Algebra  (4),  geometry 
(2),  rhetoric  (4),  Virgil  (3),  Plato's  Apology 
and  Greek  composition  (3).  Practicum — 
drawing  (2),  mechanic  arts  (6). 

Spring  Session. — Trigonometry  (5),  physi- 
ology (4),  Sallust  (3),  Plato's  Ph^do  (3). 
Practicum — drawing  (4),  horticulture  (4.) 


SOPHOMORE  CLASS. 


Fall  Session.  —  Trigonometry  and  survey- 
ing (4),  chemistry  (4),  German  (3),  French 
(4).  Practicum  —  surveying  (6),  chemis- 
try (4). 

Winter  Session.  —  General  geometry  (4), 
chemistry  (4),  German  (3),  French  (4). 


Practicum 

(2). 


hemistry  (8),  mechanic  arts 


Spring  Session.  —  Chemistry  (3),  descrip- 
tive botany  (4),  German  (2),  French  (3), 
general  geometry  (  4)  .  *  Practicum  —  chem- 
istry (6),  botany  (4.) 


SOPHOMORE  CLASS. 

Fall  Session. — Trigonometry  and  survey- 
ing (4),  chemistry  (4),  Horace  (3),  Herodo- 
tus (4).  Practicum — surveying  (6),  chem- 
istry (4). 

Winter  Session. — General  geometry  (4), 
chemistry  (4),  Cicero  deOfficiis  (3),  Homer 
(4).  Practicum — chemistry  (8),  mechanic 
arts  (2). 

Spring  Session. — Chemistry  (3),  descrip- 
tive botany  (4),  Tacitus  (4),  Euripides' 
Alcestis  (4).  Practicum — chemistry  (6), 
botany  (4). 


*For  the  general  geometry  of  this  session  students  preparing  for  the  course  in  agriculture  or  that 
in  natural  history  may  substitute  seven  hours  of  practicum  in  chemistry. 


INDUSTRIAL    EDUCATION   IN   THE    UNITED    STATES. 


217 


General  science  course. 


JUNIOR  CLASS. 

Fall  Session. — Rational  mechanics  (4), 
chemistry  (3),  logic  (3),  animal  physiology 
(4),  or  differential  calculus  (3),  (elective). 
Practicum —  mechanics  (4),  botany  (4), 
physiology  (4). 

Winter  Session. — Physics  (4),  chemistry 
(4),  zoology  (4),  integral  calculus  (2),  or 
natural  theology  (3)  (elective).  Practicum 
—physics  (3),  zoology  (4),  botany  (4). 

Spring  Session. — Physics  (4),  mineralogy 
(3),  civil  government  (3),  English  literature 
(5).  Practicum — physics  (3). 


SENIOR  CLASS. 

Fall  Session. — Physics  (4),  geology  (4), 
mental  philosophy  (3),  history  of  ancient 
philosophy  (3),  English  literature  (3).  Prac- 
ticum—physics  (4),  geology  (3). 

Winter  Session. — Geology  (3),  political 
economy  (3),  astronomy  (4),  history  of  civ- 
ilization (4).  Practicum — geology  (5). 

Spring  Session. — Geology  (3),  astronomy 
(3),  ethics  (3),  history  of  English  literature 
(3).  Practicum — geology  (5),  thesis  or  ora- 
tion. 


Classical  course. 

JUNIOR  CLASS. 

FaH  Session. — Rational  mechanics  (4)r 
logic  (3),  Thucydides  (4),  botany  (4),  or 
differential  calculus  (3)  (elective).  Practi- 
cum— mechanics  (4),  botany  (4),  physiology 

(4). 

Winter  Session.— Physics  (4),  zoology  (4), 
natural  theology  (3),  Greek  history  and  an- 
tiquities (3),  Demosthenes  (3).  Practicum 
— physics  (3),  zoology  (4). 

Spring  Session. — Mineralogy  (3),  civil  gov- 
ernment (3),  English  literature  (5),  Roman, 
history  and  antiquities  (3),  Sophocles  (3). 
Practi«um — physics  (3). 

SENIOR  CLASS. 

Fall  Session. — Geology  (3),  mental  philos- 
ophy (3),  history  of  ancient  philosophy  (3)r 
English  literature  (3).  Practicum — geology 
(3). 

Winter  Session. — Geology  (3),  political 
economy  (3),  astronomy  (4),  history  of  civ- 
ilization (4).  Practicum — geology  (5). 

Spring  Session. — Astronomy  (3), ethics  (3)r 
history  of  English  literature  (3),  evidences 
of  Christianity  (3).  Practicum — geology  (5). 


TECHNICAL    COLLEGE    COUESES. 

The  technical  courses  now  offered  by  the  college  are  four  in  number:  Agriculture,, 
natural  history,  chemistry  and  physics,  and  civil  engineering.  For  admission  to  either 
of  these  courses  with  a  view  to  graduation,  the  applicant  must  pass  an  examination  on- 
the  studies  of  the  freshman  and  sophomore  classes  of  one  of  the  general  courses,  or  their 
full  equivalent. 

1.  COURSE  IN  AGRICULTURE. — Agriculture  involves  the  application  of  the  sciences  to* 
a  greater  extent  than  any  other  human  employment.     The  aim,  then,  of  the  college  course 
of  instruction  in  agriculture  is  to  teach  how  the  sciences  are  applied  to  the  business  of 
farming,  to  afford  a  thorough  and  comprehensive  knowledge  of  its  principles  and  methods. 
It  explains  the  nature  of  soils  and  of  manures,  the  reasons  for  and  the  best  methods  of 
tillage,  the  constituents  and  characteristics  of  plants  and  animals,  and  the  conditions 
favorable  to  their  development;  and  it  combines  theory  and  practice  wherever  the  proc- 
esses involve  skilled  labor,  but  it  does  not  consume  the  student's  time  in  the  mere  man- 
ual labor  of  plowing,  planting,  and  feeding.     For  instruction  in  this  branch  there  are  the 
college  farms  of  400  acres,  with  nearly  20  acres  of  orchard,  vineyard  of  about  500  vines, 
experimental  grounds  of  more  than  30  acres,  barns,  implements,  &c. ;  the  libraries,  the 
laboratories  of  all  the  different  departments,  each  of  which  is  in  certain  respects  subsidiary 
to  agriculture;  and  the  laboratory  for  agricultural  work,  with  its  special  appliances  for 
quantitative  analysis  of  grain,  grasses,  fertilizers,  &c. 

In  addition  to  purely  technical  studies,  the  schedule  includes  a  few  others,  such  as 
mental  philosophy,  political  economy,  ethics,  &c.,  which  are  needful  to  fit  the  student 
for  the  right  discharge  of  his  duties  as  a  citizen. 

2.  COURSE  IN  NATURAL  HISTORY.— The  design  of  this  course  is  to  give  a  practical 
knowledge  of  geology,  zoology,  botany,  &c. ,  and  to  train  its  graduates  for  the  work  of 
collecting  and  classifying  objects  in  natural  history,  and  for  the  superintendence  of  scien- 
tific explorations  and  investigations. 

Instruction  is  derived  not  only  from  the  text  books  and  lectures  and  the  work  in  the  lab- 
oratories, but  from  the  study  of  the  various  collections  and  from  excursions  in  the  vicinity 
of  the  college,  the  surrounding  district  being  especially  rich  in  material  illustrative  of 
geology  and  botany. 

3.  COURSE  IN  CHEMISTRY  AND  PHYSICS. — This  course  aims  to  prepare  the  student 
for  work  as  a  physicist  or  a  practical  chemist  or  pharmacist;  it  also  seeks  to  fit  him  to- 
enter  the  ranks  of  original  investigators  and  discoverers. 

The  extensive  and  well-equipped  laboratories  afford  opportunities  for  qualitative  antf 


218 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 


quantitative  work  in  both  chemistry  and  physics;  they  enable  the  physicist  to  verify  the 
laws  of  physical  force,  the  assayist  to  determine  the  value  of  ores,  and  the  agriculturist 
to  ascertain  the  composition  of  his  organic  products. 

4.  COURSE  IN  CIVIL  ENGINEERING. — This  course  was  established  a-t  the  opening  of 
the  collegiate  year,  1881-' 82.  In  general  terms,  its  object  is  to  combine  thorough  practi- 
cal instruction  and  the  higher  mathematical  training  so  essential  to  the  success  of  the 
professional  engineer;  and  to  this  end  students  are  required,  in  addition  to  the  ordinary 
class  room  work,  to  spend  an  unusual  amount  of  time  in  the  field  and  in  the  construction 
and  drawing  rooms. 

SCHEDULES  OP  TECHNICAL  COURSES. 


1.  — Agriculture. 

JUNIOR  CLASS. 

Fall  Session. — Rational  mechanics  (4),  ag- 
ricultural chemistry  (3),  cryptogamic  bot- 
any (4),  animal  physiology  (4).  Practi- 
cum— Physics  (4),  chemistry  (6). 

Winter  Session. — Physics  (4),  agricultural 
chemistry  (4),  zoology  (4),  agricultural  en- 
gineering (3) .  Practicum — Zoology  or  phys- 
ics, chemistry. 

Spring  Session. — Mineralogy  (3),  civil  gov- 
ernment (3),  entomology  (4),  fertilizers  (4), 
crops  (1).  Practicum — Agriculture,  ento- 
mology. 

SENIOR  CLASS. 

Fall  Session. — Anatomy  and  breeding  (4), 
Geology  (3),  mental  philosophy  (3),  horti- 
culture (3),  crops  (2).  Practicum — Agri- 
culture, dissection. 

Winter  Session. — Geology  (3),  political 
•economy  (3),  feeding  (4),  veterinary  (4), 
farm  economy  (1).  Practicum — Agricult- 
tire. 

Spring  Session. — Dairy  (3),  sheep  hus- 
bandry (1),  ethics  (3),  history  of  English 
literature  (3),  history  of  agriculture  (1). 
Practicum — Agriculture,  geology,  thesis. 

2. — Natural  history. 

JUNIOR  CLASS. 

Fall  Session. — Rational  mechanics  (4), 
cryptogamic  botany  (4),  animal  physiology 
(4),  logic  (3).  Practicum — Mechanics  (4), 
botany  (4),  physiology  (4). 

Winter  Session. — Physics  (4),  zoology  (4), 
pha3nogamic  botany  (4),  natural  theology 
(3).  Practicum — Physics  (3),  zoology  (4), 
botany  (4). 

Spring  Session. — Physics  (4),  mineralogy 
{3),  civil  government  (3),  entomology  (4). 
Practicum — Physics  (3),  entomology  (9). 

SENIOR  CLASS. 

Fall  Session. — Anatomy  and  breeding  (4), 
•geology  (3),  mental  philosophy  (3),  zoology 
•(5).  Practicum — Geology  (3),  zoology  (8). 

Winter  Session. — Geology  (3),  political 
economy  (3),  astronomy  (4),  embryology 
{4).  Practicum — Geology  (5),  embryology 

M 


Spring  Session. — Geology  (3),  astronomy 
3),  ethics  (3),  history  of  English  literature 
3).  Practicum — Geology  (5),  thesis. 

3. — Chemistry  and  physics. 


JUNIOR  CLASS. 

Fall  Session. — Rational  mechanics  (4), 
chemistry  (3),  logic  (3),  animal  physiology 
(4)  or  differential  calculus  (3)  (elective). 
Practicum — Mechanics  (4),  chemistry  (8). 

Winter  Session. — Physics  (4),  chemistry 
(4),  natural  theology  (3)  or  integral  calcu- 
lus (2)  (elective).  Practicum— Physics  (3), 
chemistry  (19). 

Spring  Session. — Physics  (4),  chemistry 
(4),  mineralogy  (3),  civil  government  (3). 
Practicum — Physics  (3),  chemistay  (9). 

SENIOK  CLASS. 

Fall  Session. — Physics  (3),  chemistry  (1), 
geology  (3),  mental  philosophy  (3).  Prac- 
ticum— Physics  (4),  chemistry  (18). 

Winter  Session. — Physics  (3),  chemistry 
(2),  geology  (3),  political  economy  (3)". 
Practicum — Physics  (4),  chemistry  (16). 

Spring  Session. — Physics  (3),  chemistry 
3),  ethics  (3),  history  of  English  literature 
3).  Practicum — Physics  (3),  chemistry 
10),  thesis. 

4. — Civil  engineering. 

JUNIOR    CLASS. 

Fall  Session. — Rational  mechanics,  differ- 
ential calculus,  descriptive  geometry,  shades, 
shadows,  and  perspective. 

Winter  Session. — Physics,  integral  calcu- 
lus, descriptive  geometry,  analytical  me- 
chanics. 

Spring  Session. — Physics,  analytical  me- 
chanics, mineralogy,  civil  government. 

SENIOR  CLASS. 

Fall  Session. — Geology,  resistance  of  ma- 
terials, principles  of  mechanism,  railroad 
surveying. 

Winter  Session. — Geology,  construction  of 
bridges,  astronomy,  political  economy. 

Spring  Session. — Geology,  astronomy,  hy- 
draulics, ethics. 

[Ten  hours  of  practice  a  week  through- 
out the  two  years.] 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  219 

SPECIAL   COURSES. 

Students  of  mature  years  and  younger  students  whose  parents  or  guardians  request  it 
are  permitted  to  choose  such  a  special  course  as  they  may  need.  Of  every  such  student 
it  is  required  that  he  be  prepared  to  enter  upon  and  pursue  with  profit  the  studies  chosen, 
that  he  have  an  equal  number  of  hours  of  class-work  with  other  students,  and  that  he 
take  part  in  the  practicum  to  which  he  may  be  assigned.  In  order,  however,  to,  make  a 
still  more  specific  provision  for  the  needs  of  those  who  are  unable,  for  any  reason,  to  pur- 
sue a  full  course,  there  were  established  in  the  early  part  of  the  year  1882-' 83  a  short 
special  course  in  agriculture,  of  two  years,  'and  a  similar  course  in  chemistry.  In  these 
courses  the  studies  are  arranged  with  direct  reference  to  the  student's  immediate  aim, 
and  of  course  cannot  be  largely  educational  in  other  directions. 

PRACTICAL   WORK. 

The  college  has,  from  the  first,  sought  to  combine  practical  with  theoretical  instruc- 
tion, and  thus  to  fix  in  the  student's  mind  a  knowledge  of  both  methods  and  principles. 
With  this  end  in  view  a  portion  of  the  student's  time  has  been  set  apart  for  this  training, 
and  the  number  of  subjects  in  which  such  instruction  is  given  and  the  apparatus  for  it  have 
been  added  to  until  the  range  of  .topics  is  unusually  extensive,  as  appears  from  the  several 
schedules.  A  portion  of  this  training  is  largely  technical,  and  so  is  almost  wholly  confined  to 
certain  courses.  Other  parts,  however,  are  so  general  in  their  character  as  to  be  appropri- 
ately required  of  all  students.  Among  these  practicums  common  to  all,  the  following  may 
be  mentioned  for  the  sake  of  illustration:  Book-keeping,  so  important  for  the  right  con- 
duct of  all  business;  drawing,  freehand  and  mechanical,  needed  by  individuals  in  all 
employments  and  professions;  military  drill,  required  by  the  law  of  Congress  and  helpful 
in  securing  right  habits  of  body  and  mind;  mechanic  arts,  in  which  are  learned  among 
other  things  the  making  of  plane  surfaces,  correct  angles  and  joints,  and  the  care  and  use 
of  tools;  horticulture,  where  instruction  is  given  in  all  ordinary  operations  belonging  to 
fruit  culture,  such  as  pruning,  grafting,  budding,  and  propagation  by  cuttings  and  layers; 
and  surveying,  which  acquaints  the  student  with  the  instruments  of  the  art  and  trains 
him  to  determine  points,  distances,  and  areas.  Some  of  these  practicums  not  only  give 
knowledge  of  almost  universal  use,  but  also  serve  a  good  purpose  by  developing,  during 
the  early  part  of  the  course,  tastes  and  aptitudes  which  may  determine  the  student's 
choice  of  a  technical  course  and  of  his  life  work. 

In  each  of  the  technical  courses  certain  special  lines  of  practice  have  a  large  amount  of 
time  given  them  proportionate  to  their  importance  or  subsequent  professional  use.  Each 
practicum  is  directed  by  an  instructor  who  is  familiar  with  both  the  theory  and  the  prac- 
tice and  with  their  mutual  relations. 

FARMERS'  INSTITUTES. 

In  order  to  meet  the  wants  of  farmers  who  desire  to  increase  their  knowledge  of  the 
theory  of  their  calling  a  farmers'  institute  has  been  held  at  the  college  during  the  last 
two  winter  sessions.  This  two  weeks'  course  comprises  from  thirty  to  forty  lectures  by 
the  college  professors  or  by  others  whose  services  are  secured,  that  they  may  present  to 
the  farmers  certain  important  specialties. 

The  following  topics  are  among  those  included  in  the  courses:  Agricultural  chemistry, 
botany,  dairying,  entomology,  farm  accounts,  feeding,  fertilizing,  fruit  growing,  grain 
and  forage  crops,  mechanics,  roads  and  bridges,  stock  breeding,  vegetable  gardening,  veter- 
inary, drinkable  waters,  adulteration  of  foods,  political  economy  for  farmers,  industrial 
education,  &c.  Besides  this  direct  attempt  to  meet  the  wants  of  farmers  who  are  en- 
gaged in  the  active  pursuit  of  their  occupation,  the  college  has  recently  (November,  1882) 
begun  the  publication  of  occasional  bulletins  containing  the  results  of  agricultural  ex- . 
periments  and  investigations  conducted  by  the  professor  of  agriculture.  These  bulletins 
have  reached  a  circulation  of  upwards  of  5,000  copies,  and  are  largely  sought  for  by  the 
most  intelligent  farmers  of  the  State. 

No  charge  is  made  for  instruction  or  for  the  use  of  the  public  rooms  of  the  college. 

FREE  SCHOLARSHIPS. 

There  have  recently  been  established  fifty  free  scholarships,  one  for  each  senatorial  dis- 
trict in  the  State. 

The  scholar,  male  or  female,  is  to  be  appointed  by  the  senator  of  the  district  after  a 
competitive  examination  in  the  studies  required  for  admission  to  the  freshman  class, 
and  must,  therefore,  fulfill  the  conditions  requisite  for  admission  to  that  class  as  given 
above. 


220  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

The  holder  of  the  scholarship  is  admitted  to  the  privileges  of  the  institution  free  of  the 
ordinary  charges  for  incidentals,  room  rent,  fuel,  and  furniture,  this  immunity  to  con- 
tinue for  the  entire  college  course,  provided  that  both  conduct  and  class  standing  be  sat- 
isfactory to  the  faculty.  Other  expenses,  such  as  boarding,  books,  and  light,  must  be 
borne  by  the  student. 

A  vacancy  may  be  filled  after  the  opening  of  the  college  year  if  the  appointee's  attain- 
ments are  sufficient  for  admission  to  the  class  at  that  time. 

For  information  as  to  vacancies,  time  and  place  of  examination,  &c.,  candidates  for  a, 
scholarship  apply  to  their  senator,  in  whose  care  the  details  of  appointment  are  placed 
by  the  college. 

MILITARY  INSTRUCTION. 

In  addition  to  the  exercises  in  the  schedules  of  the  several  courses,  all  students,  except 
those  exempted  because  of  conscientious  scruples  or  physical  disability,  take  part  in  mili- 
tary drill.  The  exercises  occur,  ordinarily,  three  times  per  week.  Seniors  and  juniors 
are  required  to  be  present  at  but  half  the  number  of  regular  exercises  assigned  for  mem- 
bers of  the  lower  classes.  The  uniform  used  is  of  cadet  gray  cloth  and  of  a  standard  pat- 
tern. 

LABORATORY  EXPENSES. — Students  in  the  laboratories  pay  a  small  charge  for  their 
outfit;  also,  for  apparatus  destroyed  and  material  consumed  by  them. 

BOARDING, — The  college  does  not  maintain  a  boarding-hall,  and  most  students  de- 
pend upon  the  boarding-houses  in  the  vicinity,  the  regular  charge  being  $3  per  week. 
The  college  offers  special  facilities  to  those  who  board  themselves  singly,  and  also  to  the 
College  Boarding  Club,  which  supplies  its  members,  now  numbering  about  twenty,  with 
good  boarding  at  about  $2  per  week. 

FURNITURE. — The  furniture  provided  for  students  who  room  in  the  building  consists 
of  a  bedstead,  mattress,  table,  washstand,  and  chair.  The  student  provides  all  other  ar- 
ticles, including  bedding,  wash-bowl  and  pitcher,  mirror,  lamp,  &c. 

MEANS  OF  ACCESS. — The  turnpike  from  the  college  furnishes  daily  communications 
by  stage  with  Bellefonte,  which  is  connected  by  two  trains  daily  with  Tyrone,  on  the 
Pennsylvania  Railroad,  and  with  Lock  Haven,  on  the  Philadelphia  and  Erie  Railroad. 

Owing  to  the  better  accommodation  and  greater  regularity  of  communications,  the 
route  by  Bellefonte  is  now  preferable  for  all  those  coming  by  railroad.  The  Lewisburgh 
and  Tyrone  Railroad  runs  within  six  miles  of  the  college,  and  furnishes  regular  passenger 
trains  from  Tyrone. 

EXPENSES. 

Fall  Session: 

Incidentals $  <> 

Room  rent,  fuel,  and  furniture _ 9 

Winter  Session: 

Incidentals -- 

Room  rent,  fuel,  and  furniture 11 

Spring  Session: 

Incidentals 4 

Room  rent,  fuel,  and  furniture 6 

There  is  no  charge  for  tuition  in  any  course.  The  charge  for  incidentals  is  intended  to  cover 
the  expenses  of  heating,  lighting,  and  caring  for  the  corridors  and  the  recitation  and  other 
public  rooms.  This  is  the  only  charge  made  to  pupils  who  do  not  room  in  the  college. 

The  above  charge  for  room-rent,  fuel,  and  furniture  is  made  to  those  who  room  in  the 
building,  and  is  on  the  basis  of  two  persons  to  each  room.  In  cases  where  a  student  rooms 
alone,  he  is  charged  $4  additional  per  session. 

INSTRUCTION   OF   WOMEN. 

Ladies  are  admitted  to  the  preparatory  and  college  courses  on  the  same  terms  as  gen- 
tlemen. For  higher  standing,  also,  the  examinations  are  the  same  for  both  sexes,  except 
in  those  instances  in  which  a  difference  in  studies  is  noted  at  the  foot  of  a  schedule.  It 
is  in  contemplation,  however,  to  establish  at  an  early  day  a  somewhat  modified  course  for 
ladies. 

APPLIANCES,    ETC. 

The  building  is  a  plain  and  substantial  structure  of  magnesian  limestone,  situated  on 
a  pleasant  rise  of  ground,  in  one  of  the  most  beautiful  and  healthful  valleys  of  the  Alle- 
ghany  region,  and  is  two  hundred  and  forty  feet  in  length,  eighty  feet  in  average  breadth, 
and  five  stories  in  height,  exclusive  of  attic  and  basement.  It  contains  the  public  rooms, 
such  as  chapel,  library,  armory,  cabinets,  laboratories,  society  halls  and  class  rooms,  and 
a  large  number  of  dormitories. 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  221 

The  tract  of  land  on  which  the  building  stands  contains  nearly  three  hundred  acres. 
Of  this  about  50  acres  in  the  immediate  vicinity  of  the  building  constitute  the  campus 
and  furnish  recreation  grounds,  sites  for  the  professors'  houses  and  other  needful  build- 
ings, &c. 

The  campus  contains  at  present  four  of  these  residences  of  professors,  and  it  is  adorned 
with  trees,  shrubbery,  flower-gardens,  walks,  and  rustic  bridges. 

The  college  farm  consists  of  240  acres,  of  which  40  acres  are  woodland.  The  remainder, 
except  so  much  as  is  occupied  by  farm  buildings,  orchard,  and  vineyard,  is  worked  under 
&  system  of  rotation  of  crops,  in  five  divisions  of  30  to  40  acres  each.  The  soil  is  lime- 
stone, with  a  large  admixture  of  flint,  and  is  admirably  adapted  to  the  production  of  the 
various  grains  and  grasses  grown  in  this  region.  It  responds  freely  to  the  use  of  lime, 
gypsum,  and  the  various  artificial  fertilizers;  but  the  chief  dependence  for  increase  of 
fertility  is  placed  in  barn-yard  manure,  which  is  obtained  by  fattening  a  large  number 
•of  beeves  each  winter. 

The  farm-buildings  include  two  dwelling-houses,  a  large  and  excellent  over-shot  barn, 
with  double  threshing-floor,  threshing-house,  corn  cribs,  root-house  and  stabling,  a  hog- 
pen, a  slaughter-house,  a  tool-house,  &c. 

An  orchard  of  about  14  acres,  chiefly  of  apples,  and  a  vineyard  of  five  hundred  vines, 
are  in  good  bearing  condition. 

The  greater  part  of  the  labor  upon  the  farm,  orchard,  vineyard,  and  campus  is  done 
by  paid  laborers;  but  the  professors  in  charge  of  instruction  in  agriculture -and  horticult- 
ure make  use  of  all  parts  of  the  college  grounds  for  their  purposes,  but  require  of  each 
student  under  their  charge  only  so  much  of  the  labor  in  each  place  as  they  deem  needful 
for  proper  practical  training. 

EXPERIMENTAL  FARMS. 

The  college  has  three  experimental  farms  of  about  100  acres  each,  situated  in  different  sec- 
tions of  the  State — one  in  Chester  County,  one  in  Indiana  County,  and  one  adjoining  the 
•college  farm.  These  are  intended  to  test  practically  some  of  the  doubtful  questions  that 
vex  agriculturists,  to  ascertain  the  value  of  new  processes,  to  experiment  in  the  breeding 
and  feeding  of  cattle,  to  determine  the  relative  value  of  fertilizers,  and,  in  general,  to 
further,  through  systematic  and  continued  experiment  under  varying  conditions  of  soil 
and  season,  the  interests  of  progressive  agriculture. 


EHODE   ISLAND. 
BROWN  UNIVERSITY,  PROVIDENCE. 

This  venerable  college  was  chartered  in  1764  and  organized  in  1765.  It  received  in 
1863  the  benefit  of  the  national  land  grant  to  Ehode  Island,  and  organized  its  "depart- 
ments of  practical  science  "  in  1869,  so  as  to  give  instruction  in  such  "branches  of  learn- 
ing" as  are  related  to  "agriculture  and  the  mechanic  arts." 

Students  who  enter  only  for  these  studies,  either  in  part  or  in  full,  are  subject  to  the 
same  conditions  of  admission  as  for  any  select  course;  and  when  they  have  duly  pursued 
such  studies  they  will  be  entitled  to  a  certificate  stating  the  time  of  their  university  resi- 
dence and  the  amount  of  their  acquisitions.  They  may,  however,  pursue  these  studies 
in  connection  with  "the  regular  scientific  and  classical  studies  of  the  university,"  and 
when  they  have  so  pursued  them  as  to  fulfill  the  requirements  for  the  degree  of  bachelor 
of  arts  or  of  bachelor  of  philosophy  they  will  be  entitled  to  these  degrees. 

The  State  received  land  scrip  for  120,000  acres,  which  was  sold  for  $50,000.  This  sum 
is  invested  in  State  securities  at  interest,  and  the  income  is  turned  over  to  the  university 
to  be  expended  in  the  education  ' '  of  scholars,  each  at  the  rate  of  $100  per  annum. ' '  Ap- 
pointments to  these  scholarships  are  made  on  the  nomination  of  the  general  assembly,  by 
the  governor  and  secretary  of  state,  in  conjunction  with  the  president  of  the  university. 

The  professors  and  instructors  in  the  schools  of  practical  science  are  as  follows: 

Rev.  Ezekiel  G.  Robinson,  D.  D.  ,  LL.  D. ,  president,  professor  of  moral  and  intellectual 
philosophy. 

Samuel  S.  Greene,  LL.D.,  professor  of  mathematics  and  astronomy. 

Benjamin  F.  Clarke,  A.  M.,  professor  of  mathematics  and  civil  engineering. 

John  Howard  Appleton,  A.  M.,  Newport  Rogers  professor  of  chemistry. 

Eli  W.  Blake,  jr.,  A.  M.,  Harvard  professor  of  physics. 

John  W.  P.  Jenks,  A.  M.,  professor  of  agriculture  and  zoology,  and  curator  of  the 
museum. 


222  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

Charles  W.  Parsons,  M.  D.,  professor  of  physiology. 

Alpheus  S.  Packard,  jr..  M.  D.,  PH.  D.,  professor  of  zoology  and  geology. 

Nathaniel  F.  Davis,  A.  M.,  assistant  professor  of  mathematics. 

William  Whitman  Bailey,  B.  p.,  professor  of  natural  history  (botany)  and  curator  of 
herbaria. 

William  Channing  Russel,  LL.D.,  acting  professor  of  history  and  political  economy. 

William  Herbert  Perry  Faunce,  A.  B.,  instructor  in  mathematics. 

Edwin  Eddy  Calder,  assistant  instructor  in  analytical  chemistry. 

The  other  professors  in  the  university  are  those  of  the  Latin  language  and  literature, 
Greek  language  and  literature,  rhetoric  and  English  literature,  Elton  professor  of  nat- 
ural theology,  modern  languages,  and  elocution,  as  well  as  a  librarian  and  assistant 
librarian. 

The  following  is  a  summary  of  the  students  attending  the  present  year  (1882-'83): 
Seniors,  52;  juniors,  59;  sophomores,  68;  freshmen,  85;  total,  264. 

The  cost  of  living  varies  much  according  to  circumstances;  the  ordinary  expenses  are 
as  follows: 

Tuition $100  00 

Room  rent . 20  00 

Use  of  library „ ? 5  00 

Registrar's  salary 4  00 

Public  fuel,  servants'  hire,  printing — charged  at  cost,  but  average  about 22  00 

Board,  41  weeks,  at  $3 .    123  00 


Total 274  00 

This  amount  may  be  much  reduced  by  holding  some  one  of  the  scholarships  shortly 
to  be  mentioned,  or  it  may  be  increased  in  various  ways.  If  a  student  occupies  a  room 
alone,  his  rent  and  servants'  hire  are  doubled;  if  he  rents  rooms  or  suites  in  Slater's  Hall, 
he  must  pay  from  $25  to  $155  per  annum. 

The  foregoing  estimate  for  tuition  does  not  include  the  fees  for  instruction  in  analyti- 
cal chemistry.  The  expenses  of  a  student  who  takes  a  course  of  study  of  two  hours  daily 
in  the  chemical  laboratory  are  as  follows: 

Tuition $33  33 

Gas,  chemicals,  &c , 36  6? 

Breakage  (varying  with  student's  care),  about 6  00 


Total ___ _ 76  00 

Students  who  take  courses  of  four  or  six  hours  daily  pay  respectively  double  or  treble 
the  above  amounts. 

Allusion  has  been  made  to  the  "scholarships  of  the  department  of  agriculture,"  as 
they  are  termed  by  the  authorities  of  Brown  University. 

The  amount  received  as  interest  is  derived  from  $50,000  at  6  per  cent.,  $501  at  7  per 
cent. ,  and  a  variable  amount  on  deposit  at  7  per  cent.  If  simple  interest  at  these  rates 
on  the  sums  named  be  calculated  from  August  30,  1870,  when  the  final  payment  for  the 
land  scrip  was  made,  to  August  30,  1881,  it  will  be  found  to  amount  to  $32,725,  or  about 
$3,000  per  annum. 

The  treasurer  of  the  university  for  the  years  ending  the  middle  of  April,  1873,  1877. 
and  1878  reports  to  the  corporation  as  follows: 


Year. 

Income. 

Disbursement. 

1873 

$3  381  22 

$2  300  00 

1877  «  ?  

3,  287  32 

3  300  00 

1878  1  

3,248  60 

4  500  00 

At  the  latter  date  there  was  a  balance  of  income  remaining  and  available  of  $4,859.33. 

The  expenditures  seem  to  have  been  so  kept  within  the  income  as  to  increase  the  fund 
at  interest  every  year,  and  thus  gradually  increase  the  number  of  persons  benefited. 

In  addition  to  these  there  are  66  scholarships  'of  $1,000  each,  the  income  of  which  is 
given,  under  the  direction  of  a  committee  appointed  by  the  corporation,  to  meritorious 
students  who  may  need  pecuniary  assistance;  but  a  scholarship  is  forfeited  if  the  candi- 
date incurs  college  censure  or  fails  to  secure  at  least  seventy -five  per  cent,  of  the  maxi- 
mum mark. 

There  are  also  scholarships  arising  from  the  income  of  $12,300  given  by  Henry  R- 
Glover.  Mr«.  E.  S.  Bartlett.  and  others,  on  various  conditions. 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  223 

Finally,  u  fund  of  something  over  $8,000  has  been  given  to  the  university  by  two  of 
its  friends.  The  income  of  this  fund  is  to  be  applied,  either  by  loan  or  by  gift,  to  the 
assistance  of  deserving  young  men  of  limited  means. 

It  is  needless  to  say  that  Brown  University  teaches  a  thorough  classical  collegiate  course,  • 
after  the  conservative  fashion.  It  is  only  necessary  here  to  mention  at  some  length  its- 
"  departments  of  science,"  already  alluded  to. 

I. — CHEMISTRY    APPLIED  TO  THE  ABTS. 

The  chemical  laboratory  is  open  to  students  (except  on  Sundays)  from  8.30  a.  m.  to 
2.30  p.  m. 

It  is  the  design  of  this  department  to  teach  students  analytical  chemistry,  and  then  to- 
direct  their  studies  to  the  practical  applications  of  chemistry. 

Attention  is  given  to  metallurgy,  pharmacy,  medical  chemistry,  agricultural  chemistry,, 
and  the  application  of  chemistry  to  manufacturing  processes. 

II. — CIVIL  ENGINEERING. 

The  regular  course  in  this  department  occupies  four  years,  but  a  longer  or  shorter  course 
may  be  pursued,  according  to  the  wants  or  abilities  of  students.  Those  who  are  unable 
to  pursue  a  full  course  will  find  the  studies  so  arranged  that  the  knowledge  and  practice 
acquired  in  only  a  partial  course  will  be  practical  and  available.  Ample  provision  will 
be  made  for  the  instruction  of  any  who  desire  a  more  extended  course  than  is  here  indi- 
cated in  engineering  and  in  higher  mathematics. 

in. — PHYSICS. 

The  laboratory  of  the  department  of  physics  provides  instruction  during  the  second 
half  year  to  a  limited  number  of  students  who  show  special  aptitude  for  this  study,  and 
axe  desirous  of  familiarizing  themselves  with  the  construction  and  use  of  physical  appa- 
ratus  and  with  the  means  of  investigation. 

A  course  of  experiments  in  sound,  light,  heat,  and  electricity,  involving  the  principal 
phenomena  and  most  important  methods  of  measurement,  has  been  arranged  with  refer- 
ence to  the  needs  of  beginners.  Apparatus  available  for  more  advanced  students  and  for 
researches  has  been  purchased  recently,  with  the  view  of  meeting  the  demand  for  special 
instruction  in  physics. 

IV. — BOTANY. 

Instruction  in  botany  is  given  by  means  of  lectures,  in  which  free  use  is  made  of  the 
blackboard  and  diagrams.  The  course  embraces  the  necessary  morphological  and  physi- 
ological subjects,  and  is  supplemented  by  practical  class  work,  in  which  each  student  em- 
ploys the  dissecting  microscope  in  examining  specimens. 

Great  stress  is  laid  upon  the  importance  of  drawing  from  nature,  and  students  are  taught 
to  make  illustrative  sketches. 

Each  student  of  botany  is  expected  to  pay  a  small  fee  for  the  cost  of  specimens  used 
in  class  work. 

At  the  proper  season  excursions  are  made,  under  the  guidance  of  the  professor,  to  neigh- 
boring points  of  botanical  interest.  At  such  times  students  are  shown  how  to  collect  and 
preserve  specimens. 

V. — ZOOLOGY  AND  GEOLOGY. 

Zoology,  with  special  reference  to  palaeontology,  is  taught  by  lectures,  laboratory  work 
(forming  a  course  of  comparative  anatomy),  and  by  dredging  and  collecting  excursions  in 
Narragansett  Bay  and  near  the  city,  with  special  reference  to  the  local  fauna. 

Instruction  in  geology  is  given  by  means  of  lectures  and  models,  laboratory  work,  and 
field  excursions,  with  special  reference  to  the  geology — structural  and  economic — of  Rhode 
Island. 

VI.  —AGRICULTURE. 

The  course  of  instruction  in  agriculture  includes  the  courses  in  the  preparatory  branches, 
chemistry  and  physics,  botany,  physiology,  geology,  and  comparative  anatomy. 

It  also  includes  special  lectures  on  agriculture.  These  relate  to  the  study  of  soils  and 
applied  economic  geology.  The  course  of  instruction  is  illustrated  by  specimens  from, 
the  museum  of  natural  history  and  by  field  excursions. 

It  also  includes  practical  instruction  in  obtaining  and  preserving  specimens  and  in  tax- 
idermy. 


224  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 


SOUTH   CAROLINA. 
UNIVEETITY  OF  SOUTH  CAROLINA. 

The  income  of  the  proceeds  of  the  land  grant  to  South  Carolina  is  now  divided  between 
the  South  Carolina  College  of  Agriculture  and  Mechanics  at  Columbia  and  the  Claflin  Col- 
lege at  Orangeburg. 

These  colleges,  by  the  State  law  of  March  22, 1878,  are  branches  of  a  corporation  styled 
the  University  of  South  Carolina,  under  the  control  of  a  board  of  trustees  consisting  of 
the  governor,  the  State  superintendent  of  education,  the  chairmen  of  the  committees  on 
education  in  both  branches  of  the  legislature,  and  seven  other  persons  chosen  by  joint 
vote  of  the  legislature.  This  board  is  created  a  body  corporate  and  politic,  with  power 
to  hold  property,  real  and  personal,  and  is  the  successor  of  the  former  University  of  South 
Carolina,  of  the  College  of  South  Carolina,  and  of  the  agricultural  college  at  Orangeburg. 
It  has  the  power  to  appoint  and  remove  officers  and  professors  in  the  colleges,  to  organize 
the  colleges  as  shall  be  deemed  best,  and  to  confer  degrees.  The  board  may  select  ten 
professors  and  two  presidents  for  service  in  the  colleges  at  Columbia  and  Orangeburg,  and 
these  are  paid  from  the  treasury  of  the  State. 

The  donation  of  land-scrip  by  the  general  government  for  the  establishment  of  colleges 
of  agriculture  and  the  mechanic  arts,  under  the  act  of  July  2, 1862,  was  accepted  by  the 
State;  and  the  law  of  December  10,  1869,  directed  that  the  proceeds  of  the  sales  of  the 
scrip  should  be  invested  in  Federal  or  State  bonds  bearing  6  per  cent,  interest.  In  1870 
the  scrip  was  received,  sold,  and  the  proceeds,  $191,800,  invested  in  State  bonds,  on  which 
the  annual  interest  amounted  to  $11,508,  the  interest  to  begin  July  1, 1870.  The  interest 
'  was  not  promptly  or  regularly  paid,  and  the  principal  was  irregularly  used  to  meet  the 
demands  and  obligations  of  the  State  treasurer,  so  that,  ten  years  after,  the  legislature,  on 
December  23,  1879,  passed  an  act  appropriating  $191,800  in  State  stock,  at  6  per  cent, 
interest  from  July  1, 1879,  to  replace  the  principal;  but  the  deficiency  in  interest,  amount- 
ing to  $58, 736,  was  not  reimbursed.  The  act  j  ust  cited  provided  that  the  board  of  trustees 
should  open  a  college  for  white  students  at  Columbia  as  well  as  the  one  for  colored  students 
sit  Orangeburg,  and  use  the  property  of  the  former  State  University  as  might  be  found 
necessary  for  this  purpose.  Tuition  in  the  college  was  made  free,  and  scholarships  were 
also  authorized. 

COLLEGE  OF  AGRICULTURE  AND  MECHANICS. 

The  first  session  of  the  new  college  began  Tuesday,  October  5,  1880,  with  the  follow- 
ing corps  of  instructors: 

1.  William  Porcher  Miles,  LL.  D.,  president  and  professor  of  English  literature. 

2.  James  Woodrow,   PH.  D.  (Heidelberg),  D.  D.,  professor  of  geology,  mineralogy, 
botany,  and  zoology. 

3.  Benjamin  Sloan  (u.  S.  M.  A.),  professor  of  mathematics  and  natural  philosophy 
.and  secretary  of  the  faculty. 

4.  William  Burney,  PH.   D.  (Heidelberg),  professor  of  analytical  and  agricultural 
chemistry  and  experimental  agriculture. 

5.  G.  W.  Connors,  foreman  of  the  farm. 

6.  Jesse  Jones,  foreman  of  the  shop. 

Two  instructors,  licensed  by  the  college,  give  lessons  in  ancient  and  modern  languages, 
the  compensation  therefor  being  a  personal  matter  between  the  teachers  and  students. 

The  ordinary  course  of  instruction  in  the  college  is  open  to  applicants  not  less  than 
fifteen  years  old  who  have  passed  a  satisfactory  examination  in  English  grammar,  geog- 
raphy, arithmetic,  and  algebra  through  equations  of  the  second  degree.  Some  familiar- 
ity with  English  and  American  history  will  be  found  useful.  The  following  is  the 
course  of  study,  occupying  three  years: 

First  Year. — English  history,  rhetoric,  composition  and  declamation,  algebra,  geometry. 

Second  Year. — Logic,  political  economy,  declamation,  mineralogy,  botany,  trigonome- 
try, descriptive  geometry,  shades  and  shadows,  surveying,  inorganic  chemistry. 

"Third  Year. — Mental  philosophy,  English  literature '  and  language,  zoology,  geology, 
general  geometry,  differential  and  integral  calculus,  applied  mathematics,  organic  chem- 
istry, agricultural  chemistry,  analytical  chemistry,  both  qualitative  and  quantitative. 

The  following  extracts  from  a  letter  of  President  Miles  shows  something  of  the  spirit 
and  vigor  with  which  the  new  college  is  working  for  the  benefit  of  its  pupils  and  the 
State  at  large: 

' '  From  the  many  letters  of  inquiry  which  I  receive,  it  would  seem  that  there  has  been 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  225 

little  or  no  mention  of  this,  our  only  State  college  for  whites,  in  the  local  newspapers, 
and  no  attempt  to  present  to  our  impoverished  people  the  advantages  afforded  them  of 
educating  their  sons  gratuitously.  I  cannot  but  believe  that  if  the  course  of  instruction 
and  the  qualifications  of  our  professors  and  instructors  were  more  generally  known,  there 
would  be  many  a  poor  young  man — desirous  of  a  liberal  education,  and  at  the  same  time 
unable  to  pay  lor  his  tuition — who  would  gladly  seek  our  lecture  rooms,  where  thorough 
instruction  in  so  many  of  the  most  important  branches  of  human  knowledge  is  freely 
tendered  him  'without  money  and  without  price.' 

'  'For  enabling  our  students  to  acquire  practical  acquaintance  with  planting  and  farm- 
ing, and  the  methods  of  cultivating  our  staple  crops,  we  have  an  ample  area  of  land,  where 
Mr.  .Connors,  our  farmer,  an  experienced  and  skilled  agriculturist,  gives  his  undivided 
attention  to  field  and  garden  operations.  Here  the  lectures  on  agricultural  chemistry  are 
supplemented  and  illustrated  by  the  test  and  comparison  of  various  fertilizers  on  grow- 
ing crops.  We  do  not  propose  to  make  our  farm  an  'experimental  farm,'  as  that  term 
is  unusually  understood,  *'.  e,,  a  collection  of  little,  minute  squares  of  ground,  where 
curious  and  fanciful  experiments  are  to  be  made,  such  as  Liebig  might  have  made  in 
pots  of  earth  in  his  laboratory.  We  will  rather  aim  to  teach  our  young  men  who  pro- 
pose to  follow  planting  or  farming  as  a  means  of  livelihood  the  most  approved  and  suc- 
cessful methods  of  raising  remunerative  crops,  as  well  in  the  preparation  of  the  soil 
(often  half  the  battle)  and  best  use  of  farming  implements  in  all  stages  of  the  crops  (from 
seeding  to  harvesting  and  preparing  for  market)  as  in  the  supplying  of  all  the  requi- 
sites of  plant  food. 

"  There  is  a  dawn  of  a  new  era  in  the  agriculture  of  our  State.  Our  gifted  and  dis- 
tinguished fellow-citizen,  Dr.  St.  Julian  Eavenal,  has  demonstrated,  by  repeated  trials, 
that  sixty  to  seventy  bushels  of  oats,  and  other  grains  proportionately,  and  from  four  to 
five  tons  of  hay,  may  be  raised  on  an  acre  of  land  (by  proper  treatment  and  an  applica- 
tion of  by  no  means  expensive  fertilizers)  where  without  such  treatment  and  application 
hardly  a  tenth  of  such  yield  could  be  had.  Bermuda  grass  may  yet  be  destined  to  work 
a  revolution  in  our  agricultural  industry.  It  is  now  indigenous*  to  our  soil,  thoroughly 
acclimated,  indestructible  by  winter  frosts  or  summer  suns  and  droughts,  requiring  but 
moderate  care  to  nurse  it  into  a  luxuriant  growth,  with  which  timothy  cannot  com- 
pare. The  marked  success  which  has  attended  its  culture,  on  a  large  scale,  by  Governor 
Hagood — one  of  our  most  enlightened  and  educated  and  at  the  same  time  practical  far- 
mers— has  long  taken  this  question  of  Bermuda  grass  hay  out  of  the  hands  of  the  ex- 
perimenter and  the  domain  of  theory.  And  in  this  connection  I  may  be  permitted  to 
add  that  Governor  Hagocd,  as  chairman  ex  offieio  of  our  board  of  trustees,  takes  not 
only  a  deep  interest  in  our  farming  operations,  but  kindly  aids  the  foreman  of  the  farm 
with  continual  practical  advice  and  suggestions.  I  trust  you  will  pardon  me  for  dwelling 
at  such  length  on  the  agricultural  feature  in  our  institution,  but  it  seems  to  me  worthy 
of  the  extended  notice  I  have  given  it. 

' '  Mr.  Jesse  Jones,  a  thoroughly  skilled  and  unusually  ingenious  mechanic  and  machinist, 
is  our  master  mechanic,  and  has  charge  of  the  workshop,  where,  under  his  eye,  the  stu- 
dent learns  the  use  of  all  ordinary  tools  and  how  to  handle  them,  and  how  to  plan  and 
construct  farm  buildings,  and  to  make  and  repair  farming  implements,  &c. ,  and  where, 
gradually,  a  practical  acquaintance  with  engines,  mills,  and  machinery  generally  may 
be  acquired. 

' '  When  our  people  shall  have  become  thoroughly  awakened  to  the  necessity  of  providing 
the  means  of  education  of  the  highest  grade  to  the  poorest  classes  of  her  citizens  free  of 
expense,  so  that  there  can  never  more  be  even  the  excuse  lor  the  cry  that  the  college  at 
Columbia  is  'an  aristocratic  institution,'  'the  rich  man's  college,'  &c.,  then  we  may 
see  our  legislature,  in  imitation  of  the  legislatures  of  our  sister  States  of  the  South,  mak- 
ing provision  herself,  in  addition  to  the  congressional  aid  by  which  we  are  at  present 
solely  supported,  for  enlarging  the  scope  of  instruction  in  our  walls,  and  making  the  Col- 
lege of  South  Carolina  an  institution  of  high  and  liberal  culture,  of  which  her  people 
may  be  justly  proud,  and  for  which  unborn  generations  of  her  sons  will  be  grateful. ' ' 
*  *  *  -x-  *  *  * 

"  Let  there  be  only  a  generous  rivalry  among  us  to  see  how  much  each  of  us  can  do  to- 
wards stimulating  the  youth  of  our  State  to  the  desire  for  and  the  pursuit  of  that  '  higher 
education'  without  which  a  people  must  inevifcibly  retrograde,  not  only  in  intellectual, 
but  in  material  progress.  For  if  there  be  one  thing  in  the  present  age  of  the  world  more 
certain  than  another,  it  is  that  mind  rules  not  only  the  forces  of  the  social  and  political 
world,  but  to  an  even  greater  extent  the  forces  of  nature.  Show  me  the  nation  where 
the  intelligence  of  the  mass  of  the  people  is  most  developed  by  training,  i.  c. ,  where  thor- 
ough education  is  most  diffused,  and  I  will  show  you  a  nation  most  advanced  in  even  ma- 
terial wealth  and  prosperity.  Let  us  multiply  our  schools  and  colleges,  then,  say  I.  \Ve 
cannot  have  too  many  of  them.  In  education  the  aphorism  '  Too  much  of  a  good  thing ' 
does  not  hold.  Who  would  oppose  the  building  of  a  new  church  on  the  plea  that  there 
S.  Ex.  25 15 


22  G  INDUSTRIAL    EDUCATION    IN   THE    UNITED    STATES. 

were  churches  enough  already?  Is  the  plea  any  stronger  in  the  case  of  colleges,  espe- 
cially in  a  State  where  the  young  men  are  growing  up  in  such  general  illiteracy?  No; 
let  us  educate — educate  in  common  schools,  in  private  schools,  in  high  schools,  in  nor- 
mal schools,  in  colleges,  in  universities — everywhere  educate  !  And  especially  let  our 
mother,  the  State,  extend  to  the  poorest  boy  on  her  soil  such  advantages  in  the  way 
of  education  as  may  enable  him  to  compete  in  a  professional  or  public  career,  in  any  pur- 
suit and  in  every  way,  with  the  richest  and  proudest  in  the  land. ' ' 

The  number  of  students  for  the  first  session  of  1880-' 81  was  66,  all  males,  women  not 
being  admitted  to  this  college. 

COLLEGE  AND  MECHANICS'   INSTITUTE  OF  CLAFLIN  UNIVEESITY. 

The  other  branch  of  the  University  of  South  Carolina  is  the  "  Agricultural  College  and 
Mechanics'  Institute ' '  at  Orangeburg. 

In  the  year  1869  an  institution  was  opened  for  the  general  instruction  of  colored  youth ; 
this  was  endowed  chiefly  by  gifts  of  money  from  persons  in  the  Northern  States,  among 
whom  was  the  late  Lee  Claflin,  of  Massachusetts.  This  school  was  chartered  as  Claflin 
University  and  has  continued  with  varying  fortune  until  the  present  time.  After  the 
State  accepted  the  agricultural  land  grant,  as  already  mentioned,  the  Agricultural  Col- 
lege and  Mechanics'  Institute  was  organized  in  1872  as  a  coordinate  branch  of  Claflin 
University.  Appropriations  were  made  for  some  years  at  irregular  intervals,  being 
scarcely  sufficient  to  purchase  the  agricultural  farm.  When  Governor  Hampton  came 
into  power  the  matter  assumed  a  little  more  regularity,  and  $5,500  have  been  appropri- 
ated annually  from  the  agricultural  fund  to  sustain  the  institution. 

The  faculty  of  the  institute  (and  of  the  Claflin  University  as  well)  for  the  session  of 
1880-' 81  was  composed  of  the  following  persons: 

Rev.  Edward  Cook,  A.  M. ,  D.  D. ,  president,  professor  of  ethics  and  agricultural  topics. 

Rev.  William  H.  Lawrence,  A.  M.,  professor  of  Latin,  Greek,  and  German  languages 
and  literature. 

William  J.  De  Treville,  jr.,  c.  E.,  professor  of  pure  and  applied  mathematics. 

Rev.  James  II.  F.  La  Roche,  A.  B. ,  professor  of  natural  science. 

James  S.  Hey  ward,  adjunct  professor  of  mathematics. 

Miss  Sarah  G.  Bagnall,  preceptor  in  English  literature  and  French. 

The  very  low  standard  of  attainments  among  the  colored  people  has  obliged  the  insti- 
tute to  take  up  the  work  of  education  where  it  is  left  by  the  poorly  supported  and  de- 
fective common  schools  of  the  State.  As  time  has  passed  some  of  the  pupils  have  been 
prepared  for  the  higher  courses  of  study,  and  every  effort  seems  to  have  been  made  to 
utilize  the  resources  of  the  university  for  the  benefit  of  its  pupils.  At  least  two-thirds 
of  these  are  classed  as  attending  the  grammar  school,  which  has  a  course  of  two  years, 
namely: 

First  year. — First,  second,  and  third  readers;  orthography — word  primer:  arithme- 
tic— progressive  primary. 

Second  year. — Arithmetic — rudiments  of  written  arithmetic;  English  grammar — lan- 
guage lessons;  orthography — word  book;  geography — primary;  reading — fourth  reader; 
penmanship — Reynolds'  series. 

The  earliest  and  most  persistent  necessity  for  the  colored  people  has  been  well  instructed 
teachers  for  the  public  schools;  Claflin  University  has  provided,  almost  since  its  founda- 
tion, a  normal  school  course  of  three  years'  duration. 

First  year. — Practical  arithmetic;  intermediate  geography,  completed;  new  English 
grammar;  dictionary  and  dictation  exercises;  school  reader  No.  5;  advanced  penman- 
ship. 

Second  year. — Arithmetic,  completed;  algebra,  begun;  English  grammar  and  word 
analysis;  English  and  Saxon  prefixes,  suffixes,  and  derivations;  history  of  the  United 
States;  introductory  Latin  book;  Latin  and  Greek  prefixes  and  derivations;  word  analysis, 
parts  II,  III;  drawing  and  elocution. 

1  hird  year.—  Algebra,  completed;  physiology;  natural  philosophy;  chemistry;  rhetoric, 
English  history  and  literature;  drawing,  orations,  and  essays. 

Pupils  completing  these  courses,  or  possessing  an  equivalent  training,  are  admitted  to 
the  scientific  and  agricultural  course,  wfcich  occupies  four  years.  Those  who  desire  to 
pursue  the  classical  collegiate  course  omit  all  the  studies  of  the  third  normal  year,  except 
the  algebra,  and  substitute  the  following:  Harkness'  Latin  Grammar  and  Reader;  Caesar's 
Commentaries;  Cicero's  Orations  against  Catiline;  Boise's  First  Book  in  Greek;  Xenophon's 
Anabasis;  Grecian  mythology;  Grecian  and  Roman  history. 

The  following  list  shows  the  studies  pursued  in  the  institute  (scientific  and  agricult- 
ural) and  the  collegiate  (classical)  courses: 

Freshman  year. — Higher  algebra;  plane  geometry;  rhetoric  and  composition;  physi- 
ology; physical  geography;  French  language  and  literature;  bookkeeping;  farm  and  me- 


INDUSTRIAL    EDUCATION    IN   THE    UNITED    STATES.  227 

chanical  work;  JEneid  of  Virgil;  Cicero  de  Officiis;  Latin  grammar  and  composition; 
Xenophon's  Memorabilia;  Homer's  Iliad. 

Sophomore  year. — Solid  and  spherical  geometry;  trigonometry,  plane  and  spherical; 
surveying  and  navigation;  English  history  and  literature;  rhetorical  exercises;  French 
and  German  languages;  drawing,  freehand  and  mechanical;  farm  and  mechanical  work ; 
Livy;  Horace,  Odes  and  Ars  Poetica;  Demosthenes,  de  Corona;  Thucydides'  histories. 

Junior  year. — Conic  sections;  mechanics;  natural  philosophy  and  astronomy;  composi- 
tions and  declamations;  French  and  German  languages;  Tacitus,  de  Oratoribus  and  his- 
tories; Greek  historians  or  French  and  German. 

Senior  year. — Chemistry;  geology,  mineralogy,  lectures;  logic;  mental  philosophy; 
moral  philosophy;  Government  Class  Book  in  Civil  Polity;  orations  before  the  college. 

Though  the  law  of  1879  makes  the  institute  a  part  of  the  University  of  South  Carolina, 
it  still  continues  in  practice,  a  department  of  the  older  corporation,  Claflin  University. 
The  grounds  and  buildings  of  the  institute  (aside  from  those  of  the  university)  are  worth 
at  least  $10,000;  these  comprise  a  farm  of  one  hundred  and  sixteen  acres,  a  large  barn,  a 
stable  and  carriage-house,  four  dwellings,  and  two  small  storehouses.  The  university 
proper  owns  thirty -seveji  acres,  one  large  brick  building  containing  chapel,  lecture  rooms, 
laboratory,  and  president's  quarters,  and  four  dormitories.  A  grammar  school  building 
has  been  erected  recently. 

Thus  far  the  double  connection  of  the  institute  does  not  appear  to  have  resulted  badly, 
either  for  its  interests  or  for  those  of  its  patrons,  the  union  between  the  State  and  the 
Clafliu  corporation  being  both  pleasant  and  profitable. 

Admission  to  all  classes,  both  in  the  university  and  the  institute,  is  free  to  both  sexes. 
The  catalogue  of  1880r'81  shows  18  male  and  2  female  students  in  the  collegiate  course; 
87  men  and  39  women  in  the  normal  classes,  and.  150  boys  and  92  girls  in  the  grammar 
school.  A  recent  letter  from  the  president  says: 

' '  With  what  can  be  earned  in  the  industrial  department,  a  student  can  get  along  com- 
fortably with  about  fifty  dollars  additional  a  year.  The  scholarship  is  advancing  rapidly 
and  the  institution  is  doing  a  great  work  for  the  colored  youth  of  South  Carolina. 

' '  It  has  the  confidence  and  moral  support  of  the  white  citizens  as  well  as  the  colored 
people. ' ' 


TENNESSEE. 
UNIVERSITY  OF  TENNESSEE,  KNOXVILLE. 

[Statement  of  the  president.] 

*  *  *  The  college  established  in  this  university,  according  to  the  contract  made  be- 
tween the  trustees  and  the  State  of  Tennessee  and  maintained  with  the  income  from  the 
national  endowment,  by  act  of  Congress  approved  July  2,  1862,  is  now  in  a  healthy 
condition  and  useful  operation.  The  trustees  determined  from  the  beginning  to  conduct 
it  with  faithful  adherence  to  the  provisions  of  that  Congressional  act.  They  sought, 
therefore,  to  provide,  first,  for  instruction  in  such  branches  of  learning  as  are  related  to 
agriculture  and  the  mechanic  arts,  "  without,  however,  excluding  from  the  field  of  teach- 
ing other  classical  and  scientific  studies,  and  at  the  same  time  including  military  tactics." 
Upon  this  basis  the  institution  has  been  conducted  from  1869  to  this  time. 

The  college  grounds,  buildings,  and  farm  have  been  provided  by  the  trustees  of  the 
university  as  required  of  them  by  the  law  of  the  State.  The  present  value  of  this  prop- 
erty is  not  easily  determined  with  accuracy.  It  may,  however,  be  placed  at  $120,000. 

The  endowments  that  yield  income  for  the  use  of  the  college  consist,  first,  of  $9,000, 
owned  by  the  university  for  many  years  past,  and  which  may  be  applied  to  building  pur- 
poses; and,  second,  of  $396,000  in  bonds  of  the  State  of  Tennessee,  bearing  6  per  cent, 
interest,  and  $4,000  in  bonds  of  the  same  kind,  bearing  5  per  cent,  interest,  in  which 
bonds,  the  proceeds  of  the  sale  of  the  land  scrip  received  by  the  State  of  Tennessee  from 
the  United  States  under  the  act  of  Congress  of  July  2,  1862,  have  been  invested.  The 
annual  income  from  this  fund,  which  exists  in  perpetuity  for  the  maintenance  of  the  col- 
lege, is  $23,960,  and  cannot  be  applied  to  building  uses. 

The  income  from  college  fees  for  the  year  ending  July  1,  1882,  was  $2,891.68;  the  li- 
brary fund  yielded  $311.45.  The  aggregate  income  for  that  period  from  all  sources  (in- 
cluding cash  on  hand  at  its  beginning)  was  $34,890.81. 

The  expenditure  for  the  year  ending  July  1,  1882,  including  payments  for  the  farm, 
the  library,  for  repairs  and  improvement  of  buildings  and  the  construction  of  gas-works, 
was  $34,383.46. 

The  expense  of  the  teaching  corps,  for  the  same  time,  was  $19.890;  the  number  of  in- 
structors was  fourteen;  the  chairs  were  as  follows,  viz: 


228 


INDUSTRIAL    EDUCATION   IN    THE    UNITED    STATES. 


Ethics  and  evidences  of  Christianity  (filled  by  the  president) ;  agriculture  and  horti- 
culture; mathematics  and  mechanical  philosophy;  chemistry,  mineralogy  and  geology; 
history  and  philosophy;  English  language  and  belles-lettres;  modern  languages  and  com- 
parative philology ;  ancient  languages  and  literature  (assistant);  mathematics;  military 
science  (the  professor  being  also  commandant  of  cadets).  There  were  also  two  instruct- 
ors, one  in  English  and  one  in  ancient  languages;  one  in  vocal  and  instrumental  music, 
and  an  assistant  in  analytical  chemistry. 

The  number  of  students  in  all  departments  of  the  college  for  the  same  period  of  time 
was  225;  all  of  these  were  males.  No  provision  has  been  made,  specially,  for  the  instruc- 
tion of  females  in  technical  or  industrial  branches  of  learning,  nor  has  any  female  ap- 
plied at  any  time  for  admission  as  a  student.  If  such  provision  were  made  the  applica- 
tions would  probably  follow. 

The  average  expense  of  tuition  to  students  in  the  preparatory  department  is  $30  a  year, 
and  hereafter  it  will  be  the  same  to  students  in  the  college  proper,  to  all  of  whom  it  is 
now  free. 

The  State  is  entitled  to  275  scholarships  tuition  free.  Each  State  senator  may  fill 
two  of  these,  and  each  representative,  three.  The  State  appointees  have  on  some  prin- 
cipal railroads  free  transportation  one  way,  and  when  needful  both  ways  and  on  another 
chief  road,  nearly  half  rates  both  ways. 

The  number  of  graduates  since  the  receipt  of  income  from  the  national  endowment  of 
July  2,  1862,  *.  e.,  since  1871,  is  108.  Of  these  there  were  in  1880— 

Teachers ,. 22 

Lawyers  or  students  of  law 22 

Merchants  or  clerks  in  mercantile  houses 9 

Farmers 9 

Physicians,  dentists,  druggists,  and  medical  students 6 

Christian  ministers,  including  1  theological  student 3 

Business  agents,  (railroad,  insurance,  &c.) > 3 

United  States  Government  clerks 2 

Editors  and  newspaper  reporters 2 

Tanner  and  harness  maker 1 

Attache"  of  United  States  minister  to  Turkey 1 

Student  at  German  university ^ 1 

Surveyors  and  civil  engineers 2 

Unknown,  3;  deceased,  1 4 


Deduct  for  twice  counted . 


87 
7 

80 

Of  the  students  who  have  withdrawn  from  the  college  without  graduating,  fewer  in 
proportion  to  the  above  have  entered  the  profession  of  law,  more  have  become  farmers, 
mechanics,  traders,  clerks,  &c. ,  and  a  considerable  number  are  teachers. 

The  course  of  instruction  is  divided  among  the  following  schools,  or  departments,  with 
the  following  hours  per  week  in  each,  for  forty  weeks,  viz: 


Departments. 

1 

Sophomore. 

Junior. 

| 

1    Mathematics                                   

5 

3 

2 

3 

2 

3 

5 

2 

3 

2 

3 

4    Natural  history  and  geology                «j.  

2 

3 

5 

3 

5 

3 

3 

2 

3 

5 

5 

8.  Modern  languages  — 

3 

2 

2 

3 

9.  Ancient  languages  — 
Latin                                                                     

5 

3 

2 

Greek                                                                                      

5 

3 

2 

2 

&y 

Preparatory  course :  One  year  in  mathematics,  Latin,  Greek,  English  and  elementary 
science. 

Students  may  take  either  (1)  a  science  course,  (a)  mechanical,  (6)  agricultural,  or  (2) 
a  classical  course,  according  to  prescribed  studies;  or  (3)  an  elective  course. 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  229 

The  collegiate  year  is  divided  into  two  terms  of  twenty  weeks'  eaeh,  without  intermis- 
sion between  them.     The  course  of  study  is  continuous  throughout  the  year. 
The  means  for  practical  application  of  instruction  and  studies  are  as  follows : 

1.  The  agricultural  department. — A  farm  of  260  acres,  well  stocked  and  furnished  with 
all  needed  agricultural  implements,  machinery,  &c.,  also  thorough-bred  cattle,  2  Devons 
(bull  and  cow),  7  short-horns  (2  bulls,  3  cows  and  2  calves),  and  other  more  numerous 
cattle.     The  land  is  of  fair  quality,  well  improved,  convenient,  and  admirably  adapted 
to  stock-raising,  and  for  the  growth  of  the  grasses,  cereals,  fruits,  and  all  other  crops 
required  to  exemplify  and  enforce  the  class-room  instruction  in  theoretical  agriculture. 
Several  acres  are  for  experimental  purposes,  and  there  have  been  made  or  are  in  progress 
120  experiments  in  wheat,  4  in  oats,  12  in  grass,  and  8  in  cattle-feeding.     Remunerative 
labor  is  furnished  to  students  on  Saturdays  at  about  8  cents  an  hour. 

The  means  of  practical  instruction  in  pomology,  horticulture,  and  botany  consist  of 
an  orchard  of  300  fruit  trees,  including  all  kinds;  a  vineyard  of  one-quarter  of  an  acre; 
a  small  hot-house,  and  a  flower-garden. 

2.  The  department  of  mathematics  and  mechanical  philosophy. — Considerable  practice  is 
given  students  in  the  solution  of  original  and  selected  problems  in  all  branches  of  pure 
mathematics.     The  graphical  solution  of  problems  in  geometry,  plane  trigonometry,  and 
descriptive  geometry  initiates  the  course  of  mechanical  drawing.     In  the  school  of  ap- 
plied mathematics  there  are  provided  two  compasses,  one  transit,  one  Y  level  and  level- 
ing staff,  one  plane  table  and  two  chains,  which  are  practically  used  in  plane  and  topo- 
graphical surveying,  surveying  of  lines  for  roads  and  railroads,  including  running  of 
curves,  making  sections  and  profiles  for  excavations,  embankments,  &c.     In  the  school 
of  physics  and  theoretical  mechanics  the  apparatus  is  sufficient  to  illustrate  all  branches 
of  the  subjects  by  experiments,  but  is  not  adapted  to  original  investigations. 

Topographical  drawing  is  taught  (1)  with  the  pen,  (2)  with  brush  in  colors.  Mathe- 
matical drawing  is  taught  in  shades,  shadows,  and  perspective,  with  right  line,  pen,  and 
brush.  Instruction  is  also  given  in  machine  and  constructive  drawing. 

There  is  a  small  workshop,  provided  with  a  work-bench,  a  kit  of  carpenter's  tools,  an 
iron  vise,  a  turning  lathe,  a  circular  saw,  and  a  fret  saw,  which  are  used  by  the  pro- 
fessor in  preparing  appliances  for  illustrative  experiments,  and  by  his  students  in  man- 
ufacturing pieces  of  apparatus.  . 

3.  Department  of  natural  history  and  geology. — The  means  of  practical  instruction  con- 
sists of  maps,  globes,  and  charts;  models  of  the  human  body  and  its  various  organs; 
skeletons  and  preparations  in  alcohol  of  various  animals,  in  whole  or  parts ;  collections 
of  insects,  and  lithological  and  paleontological  specimens,  two  microscopes,  and  chemical 
reagents.     Physiology  and  zoology  are  practically  taught  in  the  breeding  and  feeding  of 
domestic  animals  and  the  care  of  them  in  health  and  disease. 

4.  Department  of  chemistry  and  mineralogy. — The  laboratory  is  large  and  provided  with 
work-tables  sufficient  to  accommodate  the  professor,  his  assistant,  and  14  students  at 
one  time.     It  is  also  well  stocked  with  apparatus  and  materials  for  all  the  requirements 
of  qualitative  and  quantitative  analyses  by  the  gravimetric  method  and  enough  appa- 
ratus.for  volumetric  analyses,  both  of  liquids  and  gases. 

For  assaying  and  instruction  in  metallurgy  there  is  a  furnace  room  provided  with  ap- 
paratus and  materials  necessary  for  the  valuation  of  ores  and  for  crucible  operations. 

Practical  mineralogy  is  taught  by  means  of  a  collection  of  about  500  minerals.  Deter- 
minative mineralogy  is  taught  in  the  laboratory.  *  *  * 

THOS.  W.  HUMES,  President,  &c. 
The  following  letter  explains  itself: 

UNIVERSITY  OF  TENNESSEE, 
Knoxville,  Tenn.,  September  19,  1882. 
Rev.  THOS.  W.  HUMES,  S.T.D.,  President,  &c.:  . 

In  accordance  with  your  request  I  submit  changes  and  improvements  in  the  depart- 
ment of  applied  mathematics  since  1879. 

1.  The  departments  of  pure  and  applied  mathematics  have  been  separated,  each  b*eing 
now  under  the  direction  of  a  full  professor. 

2.  The  department  of  applied  mathematics,  of  which  I  am  professor,  embraces  the  fol- 
lowing subjects:  Experimental  physics,  theoretical  mechanics,  astronomy,  surveying,  de- 
scriptive geometry,  shades,  shadows,  and  perspective,  civil  engineering,  topographical 
drawing  with  pen  and  brush,  mechanical  and  engineering  drawing,  and  field  practice 
with  instruments  in  surveying,  leveling,  laying  out  of  roads  and  railroads. 

3.  The  physical  apparatus  has  received' valuable  additions  amounting  to  about  $1,000 
worth.     These  additions  embrace  important  pieces  of  apparatus  in  illustration  of  the 
principles  of  electricity,  magnetism,  heat,  and  ligut,  and  an  excellent  college  telescope, 
the  latter  costing  $350. 

4.  Since  I  have  been  enabled  to  devote  my  time  and  attention  exclusively  to  the 
branches  of  applied  mathematics,  considerable  additional  work  has  been  done  in  practi- 


230  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

cal  work  and  drawing,  and  the  students  have  made  free  use  of  the  telescope  in  obser- 
vations. 

5.  A  number  of  graduates  in  the  course  of  civil  engineering  have  adopted  the  profes- 
sion of  engineering,  and  all  of  them  are  now  in  employment  and  are  doing  well. 

6.  The  number  of  candidates  for  the  degree  of  bachelor  of  civil  engineer  in  the  class  of 
this  year  is  four. 

Respectfully, 

S.  W.  LOCKETT, 
Professor  of  Applied  Mathematics. 


TEXAS. 
STATE  AGRICULTURAL  AND  MECHANICAL  COLLEGE,  COLLEGE  STATION. 

The  object  of  the  State  Agricultural  and  Mechanical  College  of  Texas  is  to  su| 
theoretical  and  practical  professional  training  in  agriculture  and  the  mechanic  arts.  The 
endowment  fund  consists  of  $174,000,  invested  in  Texas  7  per  cent,  gold  bonds,  and 
$35,000  in  Texas  6 'per  cent,  bonds.  The  former  sum  was  realized  from  the  investment 
of  the  proceeds  of  the  national  land  grant;  the  latter  from  interest  accrued  on  the  origi- 
nal endowment  previous  to  the  organization  of  the  college.  The  annual  income  from 
the  $209,000  is  $14,280.  This  amount  is  augmented  by  receipts  from  matriculation,  in- 
cidental, and  other  fees,  and  by  appropriations.  The  expenses  of  the  teaching  staff  for 
the  year  1880  were  $12,000. 

The  college  employs  professors  of  the  following  subjects:  Moral  philosophy  and  politi- 
cal economy;  English  language,  history,  and  literature;  ancient  and  modern  languages; 
physics  and  chemistry;  mathematics;  mechanics,  engineering  and  drawing;  scientific  and 
practical  agriculture  and  horticulture ;  and  military  science,  A  farm  superintendent  and 
a  foreman  of  the  shops  are  included  among  the  officers  of  the  college.  The  number  of 
students  in  attendance  in  1880-'81  was  127.  Of  these  1  was  a  senior,  14  were  juniors, 
29  sophomores,  and  83  freshmen.  The  total  attendance  increased  to  258  during  1881-' 82, 
owing  to  changes  in  the  length  and  character  of  the  course  of  instruction,  the  provision 
for  State  free  scholarships,  and  the  wider  acquaintance  of  the  people  with  the  college. 
The  scholarships  provided  by  the  legislature  in  1881  were  93  in  number.  One-half  of 
the  beneficiaries  are  required  to  take  the  agricultural  course  and  the  other  half  the  me- 
chanical. They  are  maintained  and  instructed  free  of  charge.  Maintenance  includes 
board,  fuel,  washing,  and  lights. 

The  college  offers  a  mechanical  and  an  agricultural  course  of  study,  each  three  years 
in  length.  The  studies  common  to  the  two  courses  during  the  first  year  after  admission 
are  arithmetic,  algebra,  geometry,  United  States  history,  English  grammar,  composition 
and  declamation;  during  the  second  year,  geometry,  trigonometry,  surveying,  physics, 
Chemistry,  history,  and  rhetoric;  during  the  third  year,  astronomy,  geology,  English 
literature,  and  the  constitutions  of  the  State  and  the  United  States.  Mechanics  comes 
in  the  second  year  of  the  agricultural  course  and  the  third  of  the  mechanical. 

The  special  studies  of  the  agricultural  course  are  as  follows:  First  year,  breeds  of  horses, 
cattle,  sheep,  and  swine;  soils,  their  formation  and  classification;  history  of  agriculture 
and  structural  botany.  Second  year,  practical  agriculture,  farm  irrigation,  field  crops, 
fertilizers,  tillage,  drainage,  dairying,  and  zoology.  Third  year,  farm  engineering,  farm 
management,  nursery  business,  meteorology,  veterinary  science,  entomology,  rural  law, 
and  forestry.  Practice  ii*  the  use  of  farm  machinery  is  given  during  the  first  year;  in 
garden,  orchard,  and  farm  culture  during  the  second  year,  and  in  experimental  work 
during  the  third  year. 

The  special  branches  of  the  mechanical  course  are  drawing,  engineering,  and  shop  prac- 
tice. Drawing  is  taught  through  the  course,  beginning  with  freehand  and  mechanical  and 
ending  with  machine  drawing  and  designing.  The  engineering  'instruction  is  given  in 
the  third  year,  and  includes  civil  engineering,  with  field  work,  and  the  consideration  of 
mills  and  mill  work,  the  steam  engine  and  iron.  The  practice  of  the  first  year  is  in  the 
making  of  elementary  constructions  in  wood  and  in  the  use  of  wood- working  machinery; 
of  the  second  year,  in  metal  work,  mill  work,  steam  enginery,  and  the  use  of  machine 
tools;  of  the  third  year,  in  special  constructions  with  machines. 

Among  the  means  of  illustration  and  practical  instruction  are  mineralogical  and  geo- 
logical cabinets,  a  chemical  laboratory  equipped  for  analytical  work,  a  physical  laboratory 
with  valuable  and  extensive  apparatus  for  illustrating  the  laws  and  phenomena  of  which 
that  science  treats,  engineering  instruments,  a  drawing  room  supplied  with  tables,  models, 
and  instruments,  a  farm  of  2,416  acres  (230  under  fence),  gardens,  orchards,  and  vineyards, 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  23  L 

and  a  series  of  shops  with  tools,  wood  and  metal  working  machinery,  and  a  steam  engine. 
The  college  building  consists  of  the  main  edifice,  the  mess-hall,  president's  house,  and 
five  professors'  residences,  all  of  brick,  costing  about  $160,000;  two  Avooden  barracks  of 
twenty-four  rooms  each;  a  farmer's  residence,  a  bath  house,  and  a  stable. 
The  president  of  the  college  in  a  recent  report  speaks  of  its  needs  as  follows: 
"For  the  mechanical  students  we  need  larger  shops  and  a  greater  number  of  tools, 
machines,  and  appliances.  For  the  practical  study  of  the  sciences,  chemistry,  physics, 
botany,  geology,  mineralogy,  we  need  a  spacious  laboratory  to  itself,  with  various  apart- 
ments thoroughly  provided  with  the  most  approved  and  latest  instruments  of  physical  re- 
search, models,  specimens,  chemicals,  &c.  The  department  of  civil  engineering  is  suf- 
fering badly  from  the  want  of  more  instruments'  for  field  work.  The  library  needs  the 
constant  addition  of  new  scientific  works  as  they  appear,  and  the  regular  standard  scientific 
journals.  Quarters  for  200  more  students,  for  professors  and  officers,  and  for  the  sick :  ap- 
paratus and  material  for  giving  instruction  in  printing  and  in  the  use  of  telegraph  and 
telephone;  live  stock  for  the  farm;  and  the  means  of  artificial  irrigation — these  are  only 
the  most  urgent  needs  which  must  be  satisfied  if  the  college  is  to  do  well  and  profitably 
the  great  work  which  is  expected  of  it  by  our  people." 

Of  the  department  of  agriculture  and  horticulture  the  professor  in  charge  makes  the 
following  statements  for  the  year  ending  June,  1881: 

"I  have  during  the  whole  session  given  instruction  in  agriculture  and  horticulture  to 
those  of  the  older  students  who  have  chosen  the  agricultural  course.  The  class  num- 
bered in  the  first  term  eight  members;  three  of  these  left  college  during  the  session, 
leaving  only  five  at  present.  As  laid  down  in  the  catalogue  of  last  year,  all  the  fresh- 
men are  also  in  the  agricultural  course,  but  being  hard  pressed  with  studies  in  the  funda- 
mental branches,  it  was  thought  best  to  defer  the  technical  studies  till  they  were  better 
prepared  to  take  them  up.  The  subjects  gone  over  during  the  first  term  in  agriculture 
were:  The  soil,  its  constituents,  origin  and  formation,  classification,  and  physical  prop- 
erties. We  next  completed  a  course  in  drainage.  Both  subjects  were  taught  by  lectures. 
In  the  second  term  the  class  received  full  instruction  in  vegetable  gardening  and  irriga- 
tion. The  former  was  taught  by  lectures;  for  the  latter  we  used  Stewart's  text-book. 
It  has  been  my  object  throughout  to  make  the  instruction  as  practical  as  possible,  and 
the  class  room  has  been  complemented  by  frequent  illustrations  and  outdoor  work ;  es- 
pecially is  this  the  case  with  the  gardening.  It  gives  me  pleasure  to  add  that  the  class 
has  made  very  satisfactory  progress. 

"  Practical  instruction  in  farm  and  garden  operations  has  also  been  given  to  students 
in  agriculture  for  four  hours  each  week  during  the  past  term.  They  have  thus  grafted 
a  number  of  pear  stock,  which  were  purchased  for  that  purpose,  a  work  which  proved 
highly  interesting;  they  received  instruction  in  the  formation  and  care  of  hot-beds  and 
cold  frames;  they  assisted  in  pruning  the  orchard,  in  the  planting  of  the  seeds  and  care  of 
vegetables,  &c.,  and  they  have  also  had  practice  in  handling  plows,  cultivators,  mowers, 
and  other  farm  implements. 

"  The  total  area  under  the  plow  this  year  is  53  acres,  divided  between  the  following 
crops,  viz:  Corn,  24  acres;  oats,  3  acres;  cotton,  2  acres;  millet,  3  acres;  vegetables  and 
experiment  plots,  10  acres;  and  orchard,  11  acres. 

"There  are  now  25  varieties  of  grape  vines  in  the  garden,  of  which  20  varieties  are 
from  cuttings  purchased  this  spring,  and  therefore  still  young  plants.  The  object  is  to 
increase  the  stock  by  propagation  till  we  can  plant  a  vineyard,  and  also  to  add  to  the 
number  of  varieties,  so  as  to  compare  them  together  and  report  upon  their  merits.  The 
orchard  is  in  a  fair  condition,  and  will  this  year  bear  a  little  fruit. ' ' 
Of  the  industrial  department  the  following  report  is  given: 

"The  duties  of  this  department  are,  to  a  great  extent,  planned  with  reference  to  illus- 
trating and  applying  the  scientific  principles  taught  in  the  class  room.  All  instructive 
1  abor  is  regarded  as  compensated  by  the  instruction  given  and  the  skill  acquired.  Manual 
labor  is  not  compulsory,  but  students  who  desire  to  help  defray  their  expenses  by  work 
can  do  so  by  taking  part  in  the  uninstructive  labor,  such  as  ordinary  farm  operations,  re- 
pairing, carpentering,  painting,  janitor's  duties,  and  stock  management,  at  fair  wages. 
This  can  be  done  at  extra  hours  and  on  Saturdays,  without  interference  with  regular 
studies  and  duties. 

1  Instructive  and  uninstructive  duties  will  be  supplied  in: 

'  1.  Agriculture. — General  farm  operations. 

'2.  Horticulture. — Garden,  vineyard  and  fruit  culture. 

'  3.  Stock  and  dairy  management. 

'4.  Mechanics. — Carpentering,  fencing,  painting,  &c. 

'  Four  thousand  dollars  has  just  been  expended  by  the  board  of  directors  for  the  equip- 
ment of  the  mechanical  department  with  the  necessary  tools,  machinery,  engine,  and 
materials.  The  shops  in  which  systematic  practical  instruction  is  to  be  given  are:  (1) 


232  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

carpenter  shop;  (2)  vise  shop;  (3)  forge  shop;  (4)  steam,  wood,  and  metal  working  ma- 
chinery. 

' '  The  directors  have  fixed  the  maximum  rate  of  compensation  per  hour  in  the  agricult- 
ural department  at  15  cents;  in  the  mechanical,  at  20  cents. 

"The  object  is  to  assist  worthy  students  in  every  way  possible,  but  the  college  cannot 
guarantee  to  any  one  student  sufficient  labor  to  meet  all  his  expenses,  as  labor  can  be 
furnished  only  as  long  as  the  interests  of  the  institution  permit  it.  A  small  amount  of 
labor  is  annually  expected  from  each  student  to  assist  the  professor  in  the  ornamenta- 
tion and  improvement  of  the  grounds.  Agricultural  students  are  encouraged  to  use 
their  spare  time  in  farm  work,  at  fair  wages,  but  will  be  paid  for  quantity  and  quality 
of  work,  not  for  time  only.  All  paid  labor  will  be  given  by  preference  to  those  students 
needing  assistance." 

VERMONT. 
STATE  UNIVERSITY  AND  AGEICULTUEAL  COLLEGE,  BURLINGTON. 

The  object  of  the  University  of  Vermont  and  State  Agricultural  College  is  to  furnish 
the  youth  of  the  State  opportunities  for  education  in  the  branches  of  special  importance 
to  them. 

The  trustees  reported  its  property,  exclusive  of  the  Congressional  fund,  to  be  estimated 
in  1882  at  $363,000,  its  lands  at  $130,000,  its  buildings  at  $65,000,  and  the  collections  at 
$50,000.  The  amount  of  trust  funds  was  $113,250.  The  total  income  for  1879-' 80  was 
$22,110;  the  expenditure  $21,738,  of  which  $17,506  was  absorbed  by  the  payment  of 
the  salaries  of  the  teaching  staff.  The  proceeds  of  the  national  land  grant  amounted  to 
$135,500.  This  sum  is  invested  in  6  per  cent.  State  bonds,  and  the  interest  is  paid  to  the 
college  by  the  State  treasurer. 

The  university  has  faculties  of  applied  science,  arts,  and  medicine.  The  faculty  of 
applied  science  consists  of  the  president,  who  is  professor  of  political  and  social  philos- 
ophy, and  professors  of  mathematics,  civil  engineering,  zoology,  botany  and  geology,  Eng- 
lish language  and  literature,  chemistry  and  physics,  modern  languages,  and  military 
tactics.  These  professors,  excepting  those  who  teach  civil  engineering  and  military 
science,  are  in  the  faculty  of  arts;  and  their  number  is  increased  by  professors  of  Greek 
and  Latin  and  of  intellectual  and  moral  philosophy.  A  professor  of  agriculture  is  to  be 
appointed  as  soon  as  a  suitable  man  is  found.  The  faculty  of  medicine  has  26  members. 

The  summary  of  students  for  1881-'82  is  as  follows:  Seniors,  16;  juniors,  14;  sopho- 
mores, 20;  freshmen,  24;  unmatriculated  students,  3;  total,  77.  Of  these  47  were  tak- 
ing a  classical  course,  17  an  engineering  course,  5  a  literary -scientific  course,  3  a  scientific 
course,  1  a  chemical,  and  1  a  partial  course. 

The  entire  college  expenses  are  estimated  at  from  $176.50  to  $249  a  year — $54  being  for 
tuition  and  special  fees.  There  are  eighteen  scholarships,  open  equally  to  members  of 
all  the  collegiate  departments. 

As  has  been  intimated,  instruction  is  given  in  the  three  departments  of  arts,  applied 
science,  and  medicine.  The  first  of  these  has  the  usual  academic  course  in  languages, 
mathematics,  physical  sciences,  mental,  moral,  and  political  philosophy,  rhetoric,  litera- 
ture, and  history.  The  second  has  courses  in  agriculture  and  related  branches,  chemistry, 
engineering,  and  mining.  Students  have  full  liberty  to  elect  their  courses,  but  beyond 
this  options  are  not  allowed  to  those  who  may  be  candidates  for  a  degree,  except  that  to 
a  limited  extent  equivalent  substitutions  may  be  made  by  express  permission  of  the 
faculty. 

The  department  of  applied  science  provides  courses  of  study  which  fulfill  the  require- 
ments of  the  act  of  Congress  granting  public  land  for  the  maintenance  of  agricultural 
colleges.  They  are  in  (1)  civil  engineering,  (2)  theoretical  and  applied  chemistry,  (3) 
agricultural  and  related  branches,  and  (4)  metallurgy  and  mining  engineering.  As  the 
course  in  engineering  is  taken  by  a  comparatively  large  number  of  students  and  as  the 
agricultural  course  indicates  the  instruction  which  is  afforded  to  prospective  farmers, 
these  two  courses  are  especially  worthy  of  attention.  The  course  in  civil  engineering  is 
presented  in  full,  and  the  difference  between  that  and  the  agricultural  course  afterward 
noted.  The  studies  of  freshman  year  are  the  same  for  all  the  scientific  courses,  and  in- 
clude algebra,  geometry,  plane  trigonometry  and  surveying,  drawing,  chemistry,  botany, 
and  English  studies,  including  moral  philosophy.  The  special  course  in  civil  engineer- 
ing is  as  follows: 

SOPHOMORE  YEAH. — MATHEMATICS  :  Spherical  trigonometry; analytical  geometry ;  cal- 
culus. Drawing:  Descriptive  geometry;  plotting;  shades  and  shadows;  isometrical  draw- 
ing; shading  and  tinting;  topographical  drawing.  Physics:  Stewart's  elementary  lessons. 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  233 

Astronomy.  French  or  German.  English:  French  on  the  Study  of  Words;  Shakspere; 
Chaucer.  "  Field  work:  Practice  with  transit  and  level;  topographical  surveying. 

JUNIOR  YEAR. — MATHEMATICS:  Geodesy.  Mechanics:  Weisbach's  treatise  com- 
menced; resistance  of  material.  Drawing:  Linear  perspective;  plotting;  construction  of 
maps;  structural  drawings.  Henck's  field  book  for  engineers.  Mineralogy,  with  blow- 
pipe analysis.  Physiology.  French  or  German.  English:  Rhetoric.  Field  work:  Har- 
bor and  river  surveying;  setting  out  curves;  locating  a  line  of  railroad,  with  compu- 
tations of  excavations  and  embankments. 

SENIOR  YEAK. — MECHANICS:  Strains  in  bridge  and  roof  trusses;  hydrostatics;  press- 
ure of  earth;  stability  of  walls  and  arches;  hydraulics  and  hydraulic  motors.  Draw- 
ing: Mahan's  stone  cutting;  graphical  statics.  Civil  engineering:  Mahan's  building 
materials;  construction  of  bridges  and  roofs,  roads,  railroads,  and  canals.  Geology.  Eng- 
lish: History  and  criticism  of  English  literature.  Thesis. 

The  agricultural  course  differs  from  the  engineering  by  the  substitution  of  chemistry 
and  physiology  for  the  mathematics,  physics,  and  the  larger  part  of  the  drawing  and  field 
work  of  the  sophomore  year;  by  replacing  the  mathematics,  mechanics,  engineering,  and 
drawing  of  junior  year  with  chemistry,  physics,  meteorology,  and  forestry;  and  by  de- 
•voting  senior  year  to  studies  of  special  use  to  the  farmer.  Chemistry  is  required  through- 
out the  year.  In  the  first  term,  road  making,  breeding  of  animals,  and  the  geology  and 
English  of  the  corresponding  term  of  the  engineering  course  are  taken;  in  the  second 
term,  political  economy;  and  in  the  third  term,  veterinary  medicine  and  surgery,  and 
constitutional  law. 

The  course  in  metallurgy  and  mining  engineering  coincides  with  that  in  civil  engineer- 
ing, save  that  in  the  last  year  metallurgy,  assaying,  and  practical  mining  take  the  place 
of  special  studies  in  civil  engineering.  The  course  in  chemistry  is  presented  elsewhere. 
To  meet  the  wants  of  young  men  who  cannot  leave  the  farm  in  the  summer  or  autumn, 
a  course  on  agricultural  subjects  is  offered  for  the  winter  months  on  condition  ten  persons 
desire  to  enter  upon  it.  The  subjects  treated  would  be  agricultural  chemistry,  botany, 
physics,  entomology,  stock  breeding,  dairying,  fruit  culture,  road  making,  farm  accounts, 
and  bee  culture.  The  course  is  designed  to  give  a  general  outline  of  the  subjects 
treated,  to  point  out  the  true  methods  of  investigation  and  the  most  reliable  sources  of 
information,  and  to  stimulate  and  guide  private  agricultural  study. 

The  university  has  a  library  containing  over  19,000  volumes;  a  museum  containing 
some  80,000  specimens,  many  of  them  rare  and  valuable;  and  a  laboratory  fitted  up  with 
conveniences  for  manipulation  and  experiment  amply  sufficient  for  those  pursuing  studies 
in  chemistry. 

The  agricultural  work  of  the  college  has  passed  beyond  the  instruction  of  youth  and 
reached  the  farmers  themselves.  The  faculty  have  aided  in  conducting  agricultural 
meetings,  giving  lectures  on  veterinary  science,  fertilizers,  the  feeding  of  stock,  insects 
and  parasites,  social  questions,  and  other  matters  of  general  and 'Special  interest  to  the 
tillers  of  the  soil.  Experiments  have  been  conducted,  under  the  supervision  of  the  col- 
lege, on  farms  located  in  different  parts  of  the  State.  One  prominent  object  was  to  as- 
certain the  practicability  of  increasing  the  fertility  of  soils  by  adding  those  ingredients 
of  plant  food  which  each  soil  lacks.  The  results  of  these  and  other  experiments  were 
published  by  the  leading  papers  of  the  State  in  six  articles  prepared  by  one  of  the  profess- 
ors. They  were  also  published  in  pamphlet  form  and  extensively  distributed.  No 
work  undertaken  in  the  interest  of  agriculture  has  been  more  acceptable  to  the  farmers 
of  the  State. 

The  governor  of  Vermont,  in  his  inaugural  message  dated  October  5,  1882,  speaks  as 
follows  regarding  the  University  of  Vermont  and  State  Agricultural  College: 

"  The  act  of  Congress  of  July  2,  1862,  which  gave  to  Vermont  the  fund  of  which  the 
income  goes  to  this  institution,  provides  that  this  income  shall  be  used  for  the  support  of 
at  least  one  college  where  the  leading  object  shall  be,  without  excluding  other  scientific 
and  classical  studies  and  including  military  tactics,  to  teach  such  branches  of  learning 
as  are  related  to  agriculture  and  the  mechanic  arts,  in  such  manner  as  the  legislatures 
may  respectively  prescribe,  in  order  to  promote  the  liberal  and  practical  education  of 
the  industrial  classes  in  the  several  pursuits  and  professions  in  life.  November  9,  1865, 
the  legislature  passed  an  act  constituting  the  present  institution,  and  provided  that  the 
course  of  study  should  be  such  as  shall  render  the  whole  instruction  in  conformity  with 
said  act  of  Congress.  In  the  succeeding  February  the  trustees,  in  accordance  with  law, 
established  a  professorship  of  mod'ern  languages,  a  professorship  of  chemistry  and  its 
application  to  agriculture  and  the  rn.ech.anic  arts,  a  professorship  of  geology,  mineralogy, 
and  mining,  and  a  department  of  military  tactics.  The  next  August  a  professor  of  veg- 
etable and  animal  physiology  was  appointed,  and  a  course  of  study  established  embrac- 
ing laboratory  practice  in  its  application  to  agriculture,  analysis  of  soils,  relations  of  soil 
to  vegetable  productions,  botany,  forestry,  habits  of  domestic  animals,  insects  injurious 
to  vegetation,  and  also  civil  engineering.  Professional  instructors  of  military  tactics 


234  INDUS TKIAL    EDUCATION    IN    THE    UNITED    STATES. 

have  also  been  provided,  and  special  winter  courses  of  lectures  have  been  introduced  on 
agricultural  chemistry,  botany,  physics,  entomology,  stock  breeding,  dairying,  fruit  cult- 
ure, road  making,  farm  accounts,  and  bee  culture,  and  these  courses  will  be  renewed 
and  extended  as  they  are  called  for.  The  trustees  and  officers  have  been  constant  and 
indefatigable  in  their  efforts  to  comply  with  the  law  in  letter  and  spirit. 

"At  the  time  of  its  charter  it  was  an  experiment,  and  many  leading  men  through  the 
State  had  great  fears  as  to  its  success,  and  would  have  preferred  a  separate  institution. 
I  have  conferred  with  many  of  them  during  the  past  summer,  and  find  that  they  are 
now  satisfied  that  the  course  taken  was  a  wise  and  judicious  one  and  its  results  most 
beneficial,  their  only  regret  being  the  limited  number  of  students  who  have  availed 
themselves  of  its  privileges.  Legislative  committees  have  been  appointed  to  investigate 
its  progress  and  management,  and  have  found  and  reported  that  the  trustees  and  man- 
agers have  studiously  aimed  and  faithfully  labored  to  comply  with  their  charters  and  to 
meet,  so  far  as  their  means  would  allow,  all  the  demands  lor  instruction  that  have  been 
made  upon  them,  and  that  more  than  the  income  derived  from  the  United  States  fund 
is  annually  expended  in  paying  the  expenses  of  the  industrial  department.  The  presi- 
dent and  professors  are  always  in  readiness  to  respond  to  calls  for  public  addresses  from 
lyceums,  literary,  agricultural,  and  other  associations,  and  in  this  way  do  a  vast  amount 
of  good,  and  it  is  to  be  noted  that  they  uniformly  and  pointedly  enforce  the  idea  of  the 
dignity  and  nobility  of  labor. 

"Some  persons  favor  an  experimental  farm.to  be  used  in  connection  with  the  college, 
and  thoughtlessly  reflect  on  the  trustees  for  not  providing  one.  The  United  States  law 
provides  that  not  over  10  per  cent,  of  the  fund  may  be  expended  for  land,  and  that  on 
no  pretence  whatever  shall  any  part  of  the  land  be  used  for  the  erection,  preservation, 
or  repair  of  any  building.  When  the  State  is  ready  to  erect  the  buildings  and  assume 
their  preservation  we  shall  doubtless  find  the  trustees  ready  to  provide  the  land  and 
tutors.  Experimental  farming  had  its  origin  in  Prussia  thirty  years  since,  and  has  rap- 
idly extended,  until  there  ar6  now  many  stations  in  Prussia,  France,  England,  and  our 
country.  They  are  to  be  found  in  our  own  latitude  and  climate  in  neighboring  States. 
Everything  of  value  in  the  results  of  this  experimental  farming  is  published  in  agricult- 
ural papers,  and- is  easily  and  cheaply  accessible  to  all.  Such  work  in  Vermont  would 
be  largely  duplicate.  Every  State  that  accepted  the  government  fund  has  largely  aided 
its  agricultural  college,  in  some  cases  to  the  amount  of  millions.  Vermont  has  not 
yet  expended  a  cent.  The  institution  has  always  kept  out  of  debt,  and  its  management 
has  inspired  such  confidence  that  private  beneficence  is  being  largely  extended  to  it. 
Through  the  liberality  of  Mr.  John  P.  Howard  the  old  edifice  is  now  being  greatly  en- 
larged and  almost  entirely  rebuilt,  and  the  announcement  of  Mr.  Billings's  generous  gift 
to  the  university  has  just  been  made  public.  It  has  an  extensive  library,  art  gallery, 
laboratory,  and  a  highly  successful  medical  department. 

' '  I  respectfully  suggest  that  you  take  into  consideration  the  propriety  of  extending 
some  aid  to  deserving  young  men  of  moderate  means,  to  the  end  that  the  opportunities 
here  afforded  for  a  higher  education  may  be  improved  to  a  greater  extent  than  is  now  the 
case.  As  the  senate  is  based  on  population,  I  would  mention  as  one  plan  that  each  sen- 
ator be  allowed  to  name  one  person  residing  in  his  county  who  should  be  entitled  to 
tuition  in  the  agricultural  college." 


VIRGINIA. 
«,•"   VIRGINIA  AGRICULTURAL  AND  MECHANICAL  COLLEGE,  BLACKSBURG. 

[Statement  from  catalogues  and  letter.] 

"The  objects  of  the  college  are  to  afford  a  fair,  liberal,  and  practical  education  to  young 
men  who  mean  to  be  farmers  and  mechanics,  and  to  put  such  education  within  the  reach 
of  many  who  have  not  the  means  to  obtain  it  elsewhere.  While  the  authorities  by  no 
means  underrate  liberal  general  culture,  they  hold  steadily  in  view  the  fact  that  the 
mission  of  this  school  is  peculiar,  as  designed  to  meet  the  wants  of  the  industrial  classes. 
Hence,  while  reasonable  provision  is  made  for  the  liberal  studies,  chief  attention  is  given 
to  those  that  have  obvious  connection  with  the  needs  of  the  educated  farmer  and  me- 
chanic. Consequently  every  student  is  expected  to^meet  the  requirements  for  actual 
manual  labor,  so  far  as  such  labor  is  imposed  as  a  part  of  his  education. ' ' 

The  sale  of  the  land  scrip  donated  by  the  national  government  produced  $285,000, 
which  sum  was  invested  by  the  board  of  education  in  State  bonds.  By  act  of  the  gen- 
eral assembly,  approved  March  19,  1872,  two-thirds  of  this  sum  was  set  apart  for  the 
establishment  and  maintenance  of  the  Virginia  Agricultural  and  Mechanical  College. 
The  college  was  to  be  located  at  Blacksburg,  Montgomery  County,  on  the  conditions  that 
the  real  estate  of  the  Preston  and  Olin  Institute  should  be  transferred  to  it  and  that  the 
county  of  Montgomery  should  subscribe  $20,000  to  its  funds.  These  conditions  complied 


INDUSTRIAL   EDUCATION   IN    THE    UNITED    STATES.  235 

with,  the  first  session  began  October  1,  1872.  After  ten  years  it  was  deemed  necessary 
to  reorganize  the  institution.  This  was  accomplished  in  1882.  The  expense  of  the  teach- 
ing staff  is  about  $14,000,  which  is  two-thirds  of  the  annual  income.  The  original  cost 
of  the  grounds  and  buildings  was  about  $100,000. 

The  number  of  students  in  attendance  in  the  session  of  1880-' 81  was  84;  in  the  session 
of  1881-' 82,  148.  The  law  provides  that  200  students  from  the  State  may  attend  free  of 
tuition.  Those  outside  of  the  State  are  required  to  pay  $40  per  annum.  The  attend- 
ance of  students  from  other  States  is  quite  small.  The  graduates  are  about  100;  they 
have  taken  the  degree  of  " graduate  in  agriculture "  or  that  of  "graduate  in  mechan- 
ics;" the  degree  of  A.  B.  has  been  added  since  the  reorganization  of  the  college.  Prob- 
ably one-half  are  engaged  in  agricultural  or  mechanical  pursuits. 

The  course  of  study  is  framed  for  those  intending  to  be  farmers  or  mechanics,  and  to 
give  scientific  and  literary  education  and  business  preparation.  It  is  as  follows: 

PEEPAEATOEY  YEAE. 

Arithmetic,  English  grammar,  geography,  history  of  Virginia,  orthography,  penman- 
ship, elementary  algebra,  Latin. 

JUNIOE  YEAE,  NEAELY  THE  SAME  FOE  ALL. 

English  grammar  and  composition,  history  of  United  States,  Latin,  higher  algebra,  syn- 
thetic geometry,  elementary  physics,  elementary  course  in  agriculture,  bookkeeping  by 
single  entry,  commercial  calculations,  drawing. 

INTEEMEDIATE  YEAE. 

Agricultural, — General  chemistry,  geology,  lectures  on  agriculture,  farm  practice,  rhet- 
oric, history  of  English  language,  algebra,  synthetic  geometry,  ancient  and  modern  history. 

Mechanical. — Elementary  mechanics,  algebra,  descriptive  geometry,  drawing,  physics, 
shop  practice,  rhetoric,  English  language,  ancient  and  modern  history. 

Literary  and  scientific. — Rhetoric,  history  of  English  language,  French  or  German, 
Latin,  ancient  and  modern  history,  algebra,  synthetic  geometry,  physics,  geology,  general 
chemistry. 

Business. — Bookkeeping  by  double  entry,  business  forms,  political  economy,  rhetoric, 
English  language,  ancient  and  modern  history,  algebra,  synthetic  geometry. 

SENIOE  YEAE. 

Agricultural. — Lectures  on  agriculture,  horticulture,  &c.,  agricultural  chemistry,  agri- 
cultural botany,  agricultural  zoology,  English  literature,  trigonometry,  surveying,  farm 
practice. 

Mecltanical.. — Technical  mechanics,  industrial  chemistry,  mineralogy,  metallurgy,  me- 
chanical drawing,  English  literature,  trigonometry,  conic  sections,  shop  practice. 

Literary  and  scientific. — English  literature,  French  or  German,  Latin,  trigonometry, 
surveying,  conic  sections,  astronomy,  psychology,  ethics. 

Students  enter  the  class  for  which  their  preparation  fits  them,  and  are  promoted  as 
they  make  attainments  ascertained  satisfactory  by  examination. 

The  course  in  agriculture  of  the  senior  year  discusses  the  formation  of  soils,  the  ele- 
ments necessary  to  a  fertile  soil,  means  of  restoring  lost  fertility,  how  plants  feed  and 
grow,  the  necessity  and  methods  of  drainage,  the  principles  of  stock-breeding,  and  the 
general  business  of  a  farmer's  life. 

A 

BUILDINGS  AND  A1PLIANCES. 

The  college  is  provided  with  considerable  philosophical  and  chemical  apparatus,  by  the 
aid  of  which  the  lectures  on  chemistry  and  physics  are  illustrated.  A  farm  of  over  three 
hundred  acres  belongs  to  the  college.  It  is  cultivated  in  part  by  the  labor  of  the  stu- 
dents. Experiments  in  agriculture,  horticulture,  stock  breeding,  and  similar  matters  are 
made,  with  a  view  to  the  training  of  the  students  and  the  information  of  the  public.  The 
farm  is  well  stocked  and  has  numerous  buildings.  The  other  buildings  consist  of  the 
three  principal  college  structures,  five  residences  for  professors,  a  commencement  hall, 
hospital,  and  workshops.  The  latter  are  provided  with  a  good  steam  engine  and  several 
excellent  machines,  among  them  a  planer,  band  saw,  spoke  machine,  and  two  turning 
lathes.  Much  profitable  work  is  done  by  the  students  In  the  shops,  by  which  they  gain 
skill  and  experience,  and  supplement  their  means  for  obtaining  an  education. 

The  students  wear  a  neat  and  serviceable  uniform,  and  are  required  to  enter  the  mili- 
tary department  and  perform  its  duties,  unless  exempted  for  good  reasons. 

Expenses  for  a  session  of  ten  months,  $132. 

The  college  is  oat  of  debt  and  has  a  large  balance  to  her  credit  in  the  treasury. 


236 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 


HAMPTON  NORMAL  AND  AGRICULTURAL  INSTITUTE. 

EXPLANATION  OF  THE  ACCOMPANYING  DIAGBAM. 


1.  Virginia  Hall,.  100  by  190  feet,  built 
in  1877:   seventy  sleeping  rooms,  chapel, 
dining  room  to  seat  300,  kitchen,  laundry, 
work  rooms,  shops. 

2.  Academic  Hall,  110  by  75  feet,  con- 
taining assembly  and  recitation  rooms,  of- 
fice, and  8,ttic  dormitory. 

3.  Seniors'  cottage,  32  by  60  feet,  30  stu- 
dents. 

4.  Maple  Cottage,  25  by  32  feet,  18  stu- 
dents. 

5.  Chapel. 

6.  'Principal's  residence. 

7.  Treasurer's  residence. 

8.  Fire  department. 

9.  Residence  of  farmer  and  of  pastor. 

10.  Lexington  Cottage. 

11.  Engineer's  cottage. 

12.  Base  ball  grounds. 

13.  Hotbeds. 

14.  Barn. 

15.  Indian    girls'    building,    "Winona 
Lodge." 

16.  Raby  Lodge.          . 

17.  Ex-President  Tyler's  house. 


18. 
19. 
20. 
21. 
22. 
23. 
24. 

25. 
26. 
27. 
28. 
29. 
30. 
31. 
32. 
33. 
34. 
35. 
36. 
37. 
38. 
39. 
40. 


Rev.  Mr.  Tolman's  residence. 

Indian  boys  building,  "Wigwam." 

Office  and  library  building. 

Stone  Memorial  Building. 

Students'  dormitory. 

Old  workshop. 

Huntington    Industrial  Works — saw 

mill,  &c. 

Machine  shop. 

Indian  workshop. 

Woodbine  Cottage. 

Rose  Cottage. 


Soldiers'  monument. 

Peach  orchard,  700  trees. 

Cherry  orchard,  400  trees. 

Standard  pears,  250  trees. 

Dwarf  pear  orchard,  400  trees. 

Grape  vines. 

Nurseriec. 

Apple  orchard,  500  trees. 

Normal  school  cemetery. 

Strawberries. 

The  "Marquand"  dormitory. 


•If 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  237 

HAMPTON  NORMAL  AND  AGRICULTURAL  INSTITUTE. 

[Statement  made  October,  1882.] 

The  Hampton  Normal  and  Agricultural  Institute  was  founded  for  the  instruction  of 
colored  youth  of  both  sexes  in  agriculture  and  the  mechanic  arts,  and  their  preparation 
for  the  work  of  teaching  among  their  own  race.  It  has  more  recently  extended  its  work 
to  the  teaching  and  training  of  Indian  youth.  The  intention  is  not  to  develop  the  mind 
of  its  pupils  by  collegiate  studies,  but  rather  to  build  up  in  them  a  substantial  character 
and  habits  tending  to  prosperity.  This  is  done  by  combining  a  course  of  English  studies 
with  drill  in  intelligent  manual  labor,  instructive  of  itself,  promotive  of  self-reliance 
and  manliness,  and  helpful  to  the  poor  and  aspiring  negro.  The  coeducation  of  the 
sexes  is  expected  to  give  the  scholars  just  and  appropriate  views  of  their  mutual  relations. 
The  influence  of  the  school  is  extended  to  the  masses  of  the  colored  people  through  its 
graduates,  who  carry  its  teachings  to  the  youth  of  all  sections  and  perform  their  work  with 
ability  and  success. 

The  school  is  chiefly  supported  by  voluntary  contributions  from  northern  friends.  It 
also  receives  one-third  of  Virginia's  share  of  the  agricultural  land  grant  from  the  general 
government.  Its  sources  of  revenue  are,  first,  income  of  agricultural  college  fund,  about 
1 10, 000;  second,  income  of  school  endownment,  about  $3,500;  third,  voluntary  contribu- 
tions, about  $30,000. 

The  value  of  the  farms,  school  grounds,  and  buildings  is  $349. 283. 81 ;  of  stock  and  furni- 
ture, $71,080.25;  of  invested  securities,  $67,208.46. 

The  annual  expenditure,  not  including  outlays  for  buildings  or  cost  of  100  Indian  stu- 
dents, is  $45,000,  of  which  the  salaries  of  officers  and  teachers  is  $30,000. 

The  teachers  are  as  follows:  Moral  science  and  agriculture,  1;  book-keeping  and  com- 
mercial law,  1;  political  economy  and  civil  government,  1;  mathematics  (arithmetic  and 
algebra),  3;  English  literature  and  language  lessons,  1;  grammar  and  composition,  1;  read- 
ing and  elocution,  1;  writing  and  spelling,  3;  history,  1;  geography,  1;  physiology 
and  hygiene,  1;  natural  philosophy  and  chemistry,  1;  music,  1;  practice- teaching,  1; 
night  school  for  work  students,  5;  Indian  classes,  8.  Industrial  teachers,  25;  viz,  farm- 
ing, wheelwrighting  and  blacksmithing,  3;  saw-mill  and  wood-working,  5;  engineering, 
machine  shop  and  knitting  room,  1;  printing,  1;  shoe-making,  1;  Indian  work  shop:  in- 
struction in  carpentry,  painting,  tinning,  harness  making  and  general  repairs,  1,  with 
five  assistant  teachers;  young  women's  industrial  department:  sewing  and  tailoring,  3; 
cookery,  1 ;  household  work,  3. 

The  enrollment  for  the  school  year  ending  June,  1882,  was  as  follows:  colored  young 
men,  239;  colored  young  women,  173;  Indian  boys,  61 ;  Indian  girls,  28;  total  501.  Aver- 
age age  of  young  women,  18|  years;  average  age  of  young  men,  20  years.  There  was  a 
gain  of  106  colored  students  over  the  previous  year,  chiefly  among  the  boarders. 

No  charge  is  made  for  tuition.  Board  is  charged  at  $10  per  month,  of  which  an  aver- 
age of  two-thirds  is  paid  in  work.  Tuition  is  met  by  contributions  of  scholarships  from 
the  North. 

Scholarships  are  of  two  kinds,  viz:  1.  Permanent,  $1,500  each,  of  which  there  are 
thirty-five.  2.  Annual,  $70  each,  of  which  there  are  an  average  of  one  hundred  and  eighty, 
not  including  those  for  Indians. 

Up  to  this  time,  October  23,  1882,  1,886  have  been  admitted;  some  of  them  remained 
but  a  few  weeks.  Including  the  class  of  1882,  456  have  graduated.  Of  these,  23 'have 
died.  Not  less  than  90  per  cent,  of  graduates  have  devoted  themselves  to  the  work  of 
teaching  their  people.  About  one-third  of  the  graduates  are  girls.  The  proportion  of 
girls  in  the  school  is  increasing. 

The  principal  said  in  his  report  for  1880:  "The  testimony  of  southern  educational  men 
to  the  success  of  our  graduates  since  1870  has  been  all  that  we  could  wish.  They  are 
now  in  greater  demand  than  ever  for  the  charge  of  the  free  colored  schools  of  this  and 
other  States;  over  20  more  than  we  could  supply  having  been  called  for  this  year.  From 
1 0, 000  to  20, 000  children  have  been  taught  by  them  the  past  year.  The  maj  ority  of  them, 
are  in  the  country,  with  salaries  of  from  $25  to  $30  a  month,  for  five  or  six  months,  which 
have  of  late  been  paid  with  promptness.  During  the  off  months  the  industrial  training 
received  here  gives  them  t esources  which  they  find  indispensable. ' '  The  demand  has  in- 
creased and  the  applications  continue  to  exceed  the  supply. 

The  course  of  study  is  as  follows : 

Junior  year :  Reading,  penmanship  and  spelling,  mental  and  written  arithmetic,  geog- 
raphy and  map  drawing,  grammar,  and  United  States  history.  Instruction  in  practi- 
cal farming  and  the  mechanic  arts  commenced  and  continued  throughout  the  course,  from 
a  day  and  a  half  to  two  days  each  week.  Instruction  in  sewing  and  household  indus- 
tries commenced  and  continued  throughout  the  course,  employing  the  girls  from  a  day 


238 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 


and  a  half  to  two  days  each  week.  Bible  lessons  commenced  and  continued  throughout 
the  course,  on  Sunday  afternoon  from  2  to  3  o'clock. 

Middle  year :  Reading  and  elocution,  penmanship  and  spelling,  arithmetic,  grammar, 
composition  and  rhetoric,  United  States  history,  moral  science,  physiology,  natural  phi- 
losophy, vocal  training.  Industrial  training  as  before  specified. 

Senior  year. — Reading,  English  literature  and  composition,  algebra,  book  keeping, 
ancient  history,  political  economy  and  civil  government,  theory  of  agriculture  and  chem- 
istry, with  laboratory  work,  lectures  on  Dr.  Hopkins's  Outline  Study  of  Man,  art  of 
teaching.  Daily  lessons  are  given  to  the  senior  class  in  the  theory  and  methods  of  teach- 
ing. Members  of  the  class  visit  the  Butler  school  (a  primary  school  taught  on  the 
grounds,  and  partly  sustained  by  the  county  as  a  public  free  school)  for  purposes  of  ob- 
servation and  practice. 

A  three  weeks'  institute  at  the  close  of  the  course  gives  also  special  preparation  for 
teaching. 

A  fifteen  minutes'  talk  is  given  daily  to  the  whole  school  upon  the  news  of  the  day,  &c. 

The  studies  of  the  Indian  classes  are  rudimentary;  teaching  is  chiefly  by  the  object 
method.  At  the  close  of  the  school  year  of  1880,  after  little  over  eighteen  months'  tuition, 
they  were  reading  simple  stories.  The  girls  have  the  same  educational  advantages  as 
the  boys  and  are  in  the  same  classes.  They  are  also  taught  sewing  and  housework  by 
their  matron,  and  share  the  instructions  of  the  cookery  class  with  the  colored  girls. 

Those  of  the  Indian  students  who  have  sufficient  knowledge  of  English  enter  the  regu- 
lar classes  of  the  school.  Three  Indian  young  men  graduated  very  creditably  with  the 
class  of  1882;  another  is  doing  well  in  the  class  of  1883;  and  over  a  dozen  are  in  the  two 
lower  classes — boys  and  girls. 

OPPORTUNITIES  FOR  INDUSTRIAL  EDUCATION. 

The  students  pay  about  two-thirds  of  the  charges  made  against  them,  by  manual  labor. 
The  value  of  the  work  done  is  not  so  great  as  would  be  that  of  regular  common  laborers 
hired  at  the  usual  rates.  A  loss  of  from  20  to  40  per  cent,  is  entailed.  This  expense 
is  warranted  by  the  good  which  is  done  in  the  training  of  the  pupils.  The  question  is 
rather  what  can  be  done  for  the  student  than  what  he  can  do  for  the  institution.  Able 
bodied  farm  boys  get  8  cents  an  hour;  wages  are  according  to  work  done. 

The  following  extract  from  the  principal's  report  for  1882  gives  the  prominent  present 
and  prospective  industrial  employments  of  the  school: 

INDUSTRIAL  DEPARTMENTS. 
Work  details,  colored  students. 


Housework. 175 

Industrial  room  _  _  65 


Cookery  class 60 

Laundry 110 


No  work  has  yet  been  provided  for  day  scholars.     A  gi  rl  often  works  in  two  departments. 


Farm 65 

Saw-mill 38 

Knitting  room 7 

Engineer's  department 9 

Table  waiters 35 

Janitors 12 

Office  duty 4 

General  duty 3 

Blacksmith 1 

Printingoffice 3 

Commissary  department 1 

Watchmen  _.  __*__  .2 


Industrial  room 1 

Tinsmith 1 

Painters 2 

Cooks 3 

Carpenters 4 

Shoemakers 3 

Tailor 1 

Mail-carriers 2 

Wheelwrights 3 

Stockfarm 10 

Brickmakers 4 

Harness-makers--                            2 


Day  scholars  on  orderly  duty,  13.     Total  earnings  last  year,  $24,898.37. 

Indian  students. 


Housework 15 

Cookery  class 20 

Farmers 8 

Carpenters 41 

Shoemakers 11 

Tinsmiths 7 

Blacksmiths  _  _  3 


Industrial  room 28 

Wheelwrights 4 

Painters 2 

Engineers 5 

Butchers 2 

Harness-makers 4 

Printers.-             2 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  239 

Indians  have  a  monthly  allowance  of  from  $2.50  to  $5.00  for  their  labor,  according  to 
the  time  and  value  of  it.  It  is  not  included  in  the  above  total ;  with  this  they  purchase 
a  portion  of  their  clothing.  This  is  to  teach  them  the  use  of  money.  As  a  rule  they 
work  half  days,  studying  the  other  half,  and  have  holiday  on  Saturdays. 

Indian  apprentices  are  slow,  and,  owing  to  ailments,  not  very  regular;  but  they  are 
neat,  interested  in  their  work,  and  learn  easily. 

AGKICULTUEE  AND  MECHANICS. 

The  number  of  colored  students  employed  in  agriculture  was  83;  earnings  last  year, 
$6,025 — to  be  increased  this  year. 

This  department  has  two  farms,  one  of  190  acres,  connected  with  the  school,  and 
another  4£  miles  distant,  of  350  acres,  called  "Hemenway  Farm  "  a  gift,  to  which  has 
recently  been  added,  by  purchase,  another  of  250  acres  adjoining;  both  are  well  adapted 
for  stock  and  grain. 

The  last  named,  of  600  acres,  is  in  charge  of  Mr.  Charles  H.  Vanison,  a  graduate,  and 
is  cultivated  entirely  by  work  students.  On  the  former,  Mr.  George  Davis,  also  a  gradu- 
ate, assists  Mr.  Howe,  the  general  manager. 

Agriculturally  the  school  is  well  appointed;  nearly  complete,  with  land,  outfit,  ma- 
chinery, and  stock.  There  remains  only  a  debt  of  $2,500  on  the  last  purchased  farm, 
half  its  cost.  Brick-making  and  the  wheelwright  and  blacksmith  shops  are  in  this  de- 
partment. 

Total  number  of  colored  students  employed  in  mechanics  82;  number  of  Indians  em- 
ployed, 61. 

THE   HUNTINGTON   INDUSTRIAL  WORKS, 

comprising  a  steam  saw-mill  and  wood- working  establishment,  were  the  gift  of  Mr.  C. 
B.  Huntington,  of  New  York,  costing  in  all  over  $30,000,  and  affording  to  industrious 
young  men  without  means  the  opportunity  of  getting  an  education  and  learning  a  good 
trade. 

Colored  students  employed 38 

Earned  last  year $3,535 

Earnings  will  be  increased  this  year.  The  capacity  of  the  mill  per  day  is  fifteen  thou- 
sand feet  of  lumber.  Every  year  a  class  of  from  fifteen  to  twenty  destitute,  ignorant, 
but  earnest  young  men,  enter  the  mill  for  one  year  steady  work  of  ten  hours.  Of  the 
most  promising,  a  few  are  selected  for  a  two  years'  apprenticeship  in  the  wood-working 
shop  in  the  second  story.  They  are  "work  students,"  studying  two  hours  every  night 
till  they  enter  the  regular  course,  and  then  are  employed  two  days  each  week,  studying 
four  days  throughout  the  three  years'  course,  being  able  to  save  from  one  year  of  steady 
work  at  the  mill  $60  to  $70  and  in  two  years  $140  for  school  expenses.  They  are  the 
poorest  class,  but  ask  no  charity. 

About  one-fourth  drop  out  for  various  reasons.  Those  who  graduate  are  valuable  men. 
The  mill  is  doing  a  good  business,  preparing  and  selling  building  material  of  all  kinds. 
It  creates  fine  opportunities  for  young  men  to  work  their  way,  and  may  well  be  a  source 
of  gratification  to  its  generous  founder. 

ENGINEERING. 

Number  of  students  employed 13 

Earned  last  year $1,130  74 

and  increasing.  This  branch  has  been  established  eight  years,  but  has  never  had  suit- 
able quarters.  It  has  piped  all  the  principal  buildings  for  steam,  water,  and  gas,  con- 
necting them  by  an  underground  system  of  steam  pipes  1,500  feet  in  length,  which 
works  admirably;  made  300  bedsteads  out  of  gas  pipe;  attends  to  ten  boilers  and  four 
steam  engines,  and  repairs  machinery. 

A  gentleman  has  just  offered  $4,000  for  a  new  brick  workshop  60  by  40  feet,  two 
stories,  in  which  a  bone  mill  and  grist  mill  can  be  placed  to  great  advantage. 

We  have  long  ground  bones,  but  never  satisfactorily,  owing  to  poor  machinery,  and 
could  save  about  $35  a  month  by  grinding  our  own  meal. 

Considering  the  probable  growth  of  the  shop,  a  suitable  steam  engine,  boiler,  lathes  of 
various  kinds,  shafting,  pulleys,  drill  press,  planer,  grist  mill,  and  bone  mill  would  cost 
$10,000. 

Such  a  machine  shop  would  add  to  the  educational  powers  of  the  institute  and  provide 
much-needed  opportunities. 


240  INDUSTEIAL   EDUCATION   IN   THE   UNITED   STATES. 

GENERAL  STATEMENTS. 

Agriculturally  the  negro  is  going  ahead,  for  he  is  the  laborer  of  ttie  South;  he  is  buy- 
ing farms  at  $5  an  acre,  and  covering  the  land  with  his  small  holdings. 

Mechanically  he  is  losing  ground,  for  there  is  no  way  for  him  to  acquire  the  needed 
skill.  The  majority,  however,  are  not  adapted  to,  mechanics.  For  all  that,  they  are 
capable  of  producing  an  excellent  mechanical  class.  The  shops,  North  and  South,  are, 
as  a  rule,  closed  to  them. 

The  present  generation  of  colored  mechanics  were  nearly  all  trained  in  slavery. 

In  general,  it  may  be  said  of  the  industries  of  schools  which  teach  the  trades  in  con- 
nection with  studies,  that,  if  given  the  building  and  outfit  and  salaries  of  foremen,  they 
will  take  care  of  themselves. 

Our  problem  is  to  turn  to  .account  the  labor  payments  of  students,  who,  last  year, 
earned  $24,898.37,  being  paid  at  the  rate  of  from  4  to  8  cents  per  hour.  This  year  it  will 
be  more. 

From  their  standpoint  it  is  fairly  earned.  From  ours,  at  least  one-fourth  of  it,  say 
$6,000,  is  a  direct  drain  on  our  resources.  We  give  much  employment  regardless  of 
pecuniary  profit;  the  welfare  of  the  student  is  made  paramount;  instruction  is  primary 
to  production.  The  student  learns,  but  the  school  loses. 

This  §6,000  must  be  had  to  pay  for  board  and  clothing.  Shall  it  be  received  as  a 
charity  or  a  wage-money?  The  difference  is  wide.  We  choose  the  latter,  though  it 
would  be  easier  to  get  it  by  an  appeal  to  the  benevolent  in  the  name  of  poverty.  We  ask 
the  benevolent  to  maintain  a  work  that  within  itself  takes  care  of  the  student  and  de- 
velops self-reliance  and  manual  skill,  and  preserves  his  self-respect  and  dignity. 

This  is  not  the  way  to  make  polished  scholars,  but  it  makes  men. 

Last  year's  total  charges  to  students  (for  board,  &c.,)  were §30,679  96 

Last  year's  payments  by  students: 

In  labor 24,898  37 

In  cash 4,025  37 

Aid  indirect  charity 2,159  29 

Total 31,083  03 

The  surplus  of  students'  credits  is  owing  to  the  fact  that  the  ninety  work  students  who 
attend  night  class  only,  working  the  whole  of  every  week  day,  are 'laying  up  their  earn- 
ings by  agreement,  so  as  to  have  a  fund  from  which  to  meet  their  cash  payments  when 
they  enter  the  regular  course.  As  students  have  increased,  charity  has  decreased,  as 
follows: 

Session  of  1878-' 79,  254  students;  direct  aid $2,452  19 

Session  of  1879-'80,  293  students;  direct  aid 2,491  04 

Session  of  1880-' 81,  321  students;  direct  aid 2,159  29 

Average  students'  labor  is  not  up  to  that  of  outside  labor.  The  student's  chief  ambi- 
tion is  for  book  knowledge.  He  works  because  he  must;  his  muscles  are  not  tough;  life 
is  not  fully  serious  to  him,  for  all  its  responsibilities  are  not  upon  him.  There  is  a  hu- 
manity in  the  school  that  he  may  unconsciously  count  on. 

Many,  however,  either  flinch  from  work  or  break  down  under  it.  The  w<iy  to  make 
men  is  to  train  the  head  and  the  hand  together.  This  is  the  most  difficult,  the  most 
costly  problem  in  education,  but  it  pays.  The  better  the  product  the  more  it  costs. 

EESULTS  OF  INDIAN  EDUCATION. 

Our  Indian  workshop  has  completed,  for  the  Indian  Department  in  Washington,  to  be 
used  in  the  West,  2,000  pairs  of  shoes,  70  sets  of  double  plow  harness,  and  500  dozen 
articles  of  tinware,  and  hopes  to  supply  something  more. 

The  interesting  fact  of  the  year  has  been  the  return,  after  three  years'  training,  of 
thirty-one  Indians — five  of  them  girls — to  their  homes  in  Dakota.  One  went  to  Indian 
Territory. 

They  were  brought  here  by  Capt.  R.  H.  Pratt,  in  November,  1878,  by  order  of  Secre- 
tary Schurz,  and  returned  October  1,  1881. 

They  are  employed  at  salaries  of  from  fifteen  to  twenty  dollars  a  month  and  rations, 
as  ibllows:  Farmers  and  herders,  7;  teachers,  3;  carpenters,  9;  blacksmiths,  2;  office 
boy,  1;  issue  clerk  (for  rations),  1;  shoemaker,  1. 

One  is  out  of  health  and  one  was  killed  by  accident. 

They  are  settled  among  the  Sioux  agencies  on  the  Upper  Missouri,  thus:  At  Yankton 
agency,  six — four  boys  and  two  girls.  These  are  favorably  reported  upon  by  the  Rev. 
J.  P.  Williamson  and  Rov.  Joseph  Cook,  missionaries.  The  former  says: 

' '  So  far  they  have  all  run  well.     I  have  not  heard  a  slander  against  one  of  the  number. 


INDUSTRIAL    EDUCATION   IN   THE    UNITED    STATES.  241 

They  attend  church  regularly;  they  are  recognized  as  leading  spirits  among  the  Christian 
youth ;  their  appearance  is  always  creditable. ' '  He  says:  '  'Not  one  white  boy  in  sixteen 
would  do  his  work  or  teach  as  well  as  David  Simmons!" 

The  latter  writes  less  favorably  of  the  two  girls,  who  live  in  the  camp  with  their 
mothers. 

Five  are  at  Lower  Brule",  of  whom  three  had  not  been  doing  well.  Major  Parkhurst, 
agent,  has  just  written  as  follows: 

'  'All  the  returned  boys  from  Hampton  have  come  to  time,  and  are  now  at  work.  They 
were  'tired  of  doing  nothing,'  and  concluded  'to  come  under  the  yoke.' J: 

Three  boys  and  one  girl  are  at  Crow  Creek,  the  latter  keeping  her  father's  store  and 
accounts,  but  not  under  the  best  of  influences.  The  two  shopboys,  carpenters,  are  re- 
ported as  "doing  all  that  could  be  expected,"  and  the  teacher  as  "doing  splendidly." 
They  are  exerting  a  good  influence  on  the  Indians  around  them. 

Five  boys  are  at  Cheyenne  River  Agency.  One  is  an  assistant  teacher;  the  rest  are 
mechanics.  "All  are  doing  splendidly,"  reports  Major  Love,  agent.  Mr.  Kinney,  mis- 
sionary, writes,  "Your  boys  are  doing  very  nicely." 

Two  boys  and  one  girl  are  at  Standing  Rock  Agency.  Major  McLaughlin,  agent, 
writes:  "Both  the  young  men  are  doing  well."  A  lady  missionary  reports  that  "The 
young  men  are  doing  first  rate;  they  are  quite  conscientious  workers,  and  have  the  respect 
of  every  one. ' '  The  girl  has  poor  prospects. 

Five  boys  and  one  girl  are  at  Fort  Berthold  Agency.  The  girl  writes:  * '  Hard  out  here 
to  be  good  woman. "  She  is  doing  well,  however.  Three  of  the  boys  give  good  satisfac- 
tion as  workers;  two  have  gone  to  school  at  Santee. 

The  latest  reports  upon  them  are  the  most  hopeful.  Those  who  have  separated  them- 
selves from  camp-life,  and  occupy  decent  rooms  at  the  agencies,  have  done  the  best.  Girls 
cannot  do  this,  and  suffer  in  consequence.  Forty  new  pupils  from  the  same  agencies  are 
here,  and  will,  we  hope,  in  two  and  one-half  years  re-enforce  them.  Will  they  hold  out? 
Their  relations  with  the  school  are  most  pleasant;  there  is  constant  correspondence,  and 
we  hope  to  help  them,  even  from  here.  A  probation  of  six  months  is  short,  and  not  con- 
clusive, but  it  gives  ground  for  hope. 

The  new  Indian  girls'  building,  to  which  the  name  "  Winona  (Elder  Sister)  Lodge" 
has  been  given,  is  finished,  and  has  cost  $30,000.  Probably  it  is  the  most  complete  pro- 
vision ever  made  for  such  a  purpose.  Our  thirty  Indian  girls  will  be  increased  to  at 
least  fifty  next  fall. 

S.  C.  ARMSTRONG,  Principal. 


The  following  article  from  the  American  Missionary  by  the  principal  of  Hampton  In- 
stitute, General  S.  C.  Armstrong,  gives  a  brief  and  comprehensive  view  of  the  work  and 
duty  of  Indian  education  in  the  east : 

At  Hampton  there  are  ninety  and  at  Carlisle  there  are  nearly  three  hundred  Indians — 
boys  and  girls — ^ho  are  learning  civilization  as  an  object  lesson,  and  are  themselves  an 
object  lesson  to  the  centres  of  intelligence  and  wealth,  where  are  the  sentiment  that  in- 
spires and  the  means  that  provide  for  the  combined  practical  and  spiritual  teaching  of  the 
red  man.  They  suffice,  perhaps,  for  a  tangible  proof  of  the  Indian's  capacity,  of  which 
the  need  was  great;  their  effect  upon  public  sentiment  has  been  marked.  The  result  with 
these  Indians  has,  so  far,  proved  satisfactory.  Scattering  these  pupils  among  the  farmers 
of  Massachusetts  and  of  Pennsylvania  for  a  portion  of  the  year  has  had  such  a  good  effect 
mutually  that  five  hundred  more  might  well  be  so  placed  in  various  States,  under  the 
care  of  special  agents,  with  proper  rendezvous  where  the  sick  or  unsatisfactory  might  be 
kept  with  a  view  to  returning  home,  say,  10  per  cent,  of  the  entire  number. 

The  negro  institutions  at  Nashville,  Tenn.,  at  Talladega,  Ala.,  and  elsewhere  could  do 
excellent  work  for  them.  The  aims  and  methods  of  most  white  schools  render  them 
unfit  for  Indians. 

We  have  found  the  weak  point  of  the  race  to  be  physical,  not  mental  or  moral.  They 
can  endure  the  hardships  peculiar  to  the  plains,  but  not  steady  work  from  day  to  day. 
They  are  tainted  with  inherited  disease;  the  lungs  are  their  weak  point.  They  are  sin- 
ewy but  not  muscular;  however,  as  a  race  they  hold  their  own  with  favorable  surround- 
ings, are  not  decreasing  seriously,  if  at  all,  and  will  not  settle  the  problem  by  dying  out. 

Mechanically  they  have  proved  apt  to  learn,  but  slow  to  execute.  Our  Hampton  In- 
dian workshops  have  this  year  supplied  the  Indian  department  with  two  thousand  pairs 
of  men's  brogan  shoes,  five  hundred  dozen  articles  of  tinware,  and  seventy-five  sets  of 
double  plow  harness,  which  were  pronounced  by  the  inspectors  well  made  and  satisfac- 
tory. Carlisle  has  done  more. 

Both  girls  and  boys  take  quickly  and  kindly  to  neatness  and  to  industrial  pursuits,  as 
well  as  to  books.  They  are  as  eager  as  the  negroes  for  knowledge,  and  become  more  and 
S.  Ex.  25 16 


242  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

more  so  as  they  advance.  "Want  of  ambition  is  the  least  of  their  troubles.  Teaching  them 
is  hard  work,  but  interesting  and  stimulating  in  the  highest  degree. 

They  resent  injury,  but  are  not  revengeful;  not  a  sign  of  treachery  in  nearly  five  years. 
Eeligiously  they  are,  I  believe,  the  most  hopeful  of  the  heathen  races.  The  vastness  and 
the  grandeur  of  the  West  has  affected  them  as  desert  life  has  the  Arabs;  they  are  remark- 
ably oriental  in  customs  and  ideas.  They  worship  no  fetish,  there  are  no  idols  to  break, 
but  they  have  a  crude  faith  to  be  cleared,  dim  eyes  to  be  opened. 

Christian  efforts,  under  the  care  of  Archdeacon  Kirby  of  the  Episcopal  Church,  have 
evangelized  ten  thousand  Indians  of  British  America,  in  their  simple  natural  life.  The 
mixed,  harassed  condition  of  our  own  makes  the  work  far  more  difficult. 

The  mingling  of  races  at  Hampton  has  worked  well;  they  are  mutually  helpful  and 
stimulating.  An  Indian  classmate  is  kindly,  thoughtfully  treated  by  his  colored  com- 
peers. A  race  that  has  been  led  is  leading  another.  The  "house-father,"  chief  of  our 
sixty  Sioux  boys,  is  a  negro.  With  perhaps  finer  mental  and  moral  texture,  the  red 
race  does  not  produce  half  enough  to  feed  itself;  the  rougher,  stronger  blacks  have  not 
thrown  a  pauper  upon  the  country,  and  raise  raw  material  for  the  mills  of  Christendom. 
With  benevolent  intentions  we  have  diminished  and  weakened  the  one;  using  the  other 
only  for  selfish  purposes,  it  has  multiplied  and  grown  stronger.  Bringing  both  races 
under  the  care  of  the  American  Missionary  Association  is  most  fitting  and  wise.  Both 
are  peculiarly  the  concern  of  the  American  people,  are  providentially  committed  to  our 
care,  and  are  a  part  of  us.  In  doing  for  them  we  are  doing  for  ourselves,  our  children, 
and  our  country. 

On  the  Indian  girl  rests  most  heavily  the  weight  of  past  and  present  influences. 
When,  in  October,  1881,  I  took  25  Indian  boys  and  five  girls  back  to  their  Dakota 
homes,  after  three  years'  training  at  Hampton,  the  former  were  readily  placed  in  rooms 
by  themselves,  away  from  the  camp,  employed  in  agency  workshops  at  the  trades  they 
had  learned,  and  thus  helped  on  greatly.  The  girls  could  not  be  so  isolated;  they  had 
no  trades,  and  though  they  could  make  their  own  garments  and  do  housework,  there 
were  not  suitable  situations  for  them;  they  returned  to  their  mothers  and  grandmothers, 
who  might  sell  them  to  the  brave  who  would  pay  the  highest  price  in  ponies  for  them. 

One  of  the  five,  an  earnest  Christian,  wrote:  "Hard  to  be  good  woman  out  here." 
She  finally  married  a  white  man  of  good  repute.  Another  is  reported  as  a  most  satis- 
factory house  servant  in  the  family  of  a  missionary;  another  keeps  her  father's  store  and 
books.  He  is  one  of  the  best  and  most  thrifty  of  Indians;  but  the  family  live  in  one 
room  in  a  log  house.  Two  others,  younger,  are  waiting  an  opportunity  to  return  to 
Hampton  for  two  years'  more  training,  with  a  view  to  becoming  teachers. 

Teaching  is  the  career  for  Indian  girls,  as  it  has  been  the  one  way  for  colored  girls  ol 
the  South  to  be  more  than  drudges;  there  it  is  the  only  field  for  a  womanly  ambition. 
The  increase  of  educational  work  for  Indians  creates  some  hope  for  their  girls,  on  whom 
rests  the  future  of  their  race. 

There  is  a  tendency  to  increase  our  Indian's  course  of  study  to  longer  than  three  years. 
One  set  having  returned,  the  Indians,  whose  parental  feelings  are  tender  and  strong,  are 
more  trustful  of  us,  and  readily  consent  to  a  longer  absence  of  their  children.  One  boy 
has  already  returned  at  his  own  expense,  and  another  is  saving  his  money  for  the  pur- 
pose, both  to  learn  more  and  to  perfect  themselves  in  their  trade  of  shoemaking.  The 
sooner  the  Indian  can  stand  without  government  aid  the  better.  Any  boy  can  return 
who  will  pay  his  way  back.  This  gives  a  motive  to  work,  and  creates  appreciation  of 
his  opportunities. 

For  the  practical  necessities  of  Indian  life  their  training  should  be  practical. 

We  give  half  the  day  to  study  and  half  to  labor.  An  education  which  does  not  fit 
them  to  take  care  of  themselves  may  do  them  more  harm  than  good. 

I  think  that  when  charity  and  the  government  are  linked  together  for  Indian  work 
the  former  should  erect  the  buildings  and  maintain  the  teachers,  the  latter  supply  the 
wants  of  the  body.  United  States  beef  and  flour  and  shoes  are  as  good  as  anybody's,  but 
government  employes,  as  our  civil  service  stands,  are  not  the  men  to  elevate  the  Indian. 
The  telling  factor  in  all  work  for  men  is  the  person  who  does  it.  Unless  that  shall  be 
supplied  from  the  pure  fountains  of  our  Christian  civilization  it  will  not,  as  a  rule,  be 
supplied  at  all.  I  refer  to  the  educational  work  at  the  agencies;  there  the  government 
day  and  boarding  schools  should  be  strictly  responsible  to  the  controlling  power,  and 
their  moral  value  will  be  that  of  the  agent  in  charge.  Missionary  institutions  should 
stimulate  these,  and  should  be  conducted  by  superior  men  and  women  directly  respon- 
sible to  their  Eastern  supporters.  I  call  it  sham  missionary  work  to  send  out  Christian 
teachers  to  be  supported  on  public  pay.  The  churches  who  do  that,  and  some  do,  are 
doing  nothing.  Let  us  first  send  our  own  teachers  for  the  Indians,  and  then  fit  them  to 
become  their  own  teachers;  to  make  the  teachers  is  to  make  the  people. 

The  free  negro  schools  in  the  South  are  vitalized  by  a  number  of  strong  central  insti- 
tutions under  northern  men  that  train  the  picked  growth  of  the  race  as  teachers.  This 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  243 

is,  I  think,  the  true  relation  of  eastern  charity  to  the  Indian.  There  should  be  an  ex- 
cellent boarding  and  industrial  school  at  each  important  agency  for  this  purpose.  Get- 
ting $15  a  month  of  Government  for  food  and  clothing  for  each  pupil  need  not  in  the 
least  weaken  the  independence  or  morals  of  teachers.  The  friends  of  the  Indian  will  do 
the  rest.  The  situation  is  critical,  the  opportunity  is  great;  the  rising  tide  of  public 
sentiment,  the  movement  at  Washington,  the  eagerness  as  well  as  the  exigency  of  the 
red  man  mean  much. 

But  this  work  needs  a  leader;  it  will  drag  if  thrown  on  an  overloaded  man.  The  man 
is  as  much  as  the  money;  the  one  will  bring  the  other,  both  by  wise  appeals  and  good 
work  that  will  commend  itself  to  the  country.  For  more  than  a  century  Indians  re- 
jected our  civilization;  now  their  thinking  men — for  they  are  a  race  of  thinkers — forecast 
the  future  and  wish  their  children  taught  the  white  man's  way  as  their  only  hope.  They 
do  not  choose  this;  they  are  compelled  to  it.  Hundreds,  thousands,  are  waiting  for  an 
education.  They  beg  for  what  they  once  refused. 

KESULTS  ATTAINED  AT  HAMPTON. 

But  the  work  of  Hampton  Institute  is  more  largely  with  the  colored  people,  and  there 
need  be  no  better  evidence  of  the  thorough  and  practical  education  they  are  there  receiv- 
ing than  the  report  of  the  last  examining  committee  and  large  percentage  (61.4)  of  cor- 
rect answers  to  Questions  submitted  to  the  last  senior  class  by  Mr.  George  A.  Walton,  one 
of  the  committee.  Portions  of  the  report  are  here  presented,  together  with  a  list  of  the 
questions  mentioned : 

Connected  with  the  Normal  Institute  is  the  Butler  school,  which  serves  as  a  training 
or  practice  school  for  the  students  of  the  Normal.  This  school  is  in  charge  of  the  teacher 
of  methods  in  the  institute,  and  affords  a  fine  opportunity  for  training  in  the  art  of  teach- 
ing. There  each  student  spends  a  portion  of  his  senior  year,  not  simply  in  observing, 
but  in  acquiring  skill  by  the  practice  of  his  art.  A  ' '  kitchen  garden, ' '  as  it  is  called, 
has  been  introduced  into  this  school ;  this  consists  of  practice  in  the  various  duties  be- 
longing to  housekeeping,  such  as  sweeping,  dusting,  laying  and  tending  table,  washing, 
and  so  on.  These  operations  are  practiced  under  direction  of  the  teacher,  by  all  the  pu- 
pils, sets  of  miniature  utensils  being  furnished  for  the  practice.  Thus  the  ordinary  ex- 
ercises of  the  school  are  supplemented  by  training  in  those  habits  of  order  and  neatness 
so  conducive  to  comfort,  culture,  and  happiness  in  the  home.  Thus  furnished,  the  stu- 
dent of  Hampton  graduates  with  an  outfit  which  must  place  him  in  the  front  rank  of  the 
teaching  profession  in  the  section  of  the  country  where  he  is  called  to  labor. 

Nor  does  this  growth  cease  with  his  graduation.  By  a  plan,  so  far  as  known  to  the 
committee,  peculiar  to  Hampton,  the  former  graduates  of  the  school  take  the  principal 
parts  at  commencement;  six  of  the  exercises  of  this  year  were  by  graduates  of  the  class 
of  1881,  one  was  by  a  graduate  of  the  class  of  1873.  For  practical  wisdom  and  breadth  of 
comprehension,  these  parts  could  nowhere  be  excelled  by  any  class  of  students  of  equal 
opportunities.  All  were  delivered  with  force  and  expression,  and  must  have  convinced 
the  most  skeptical  that  the  problem  of  the  future  of  his  race  is  solved  when  the  colored 
man  is  furnished  with  an  education  and  an  equal  chance  to  labor.  Less  time  than  we 
desired  was  given  to  examining  the  methods  and  estimating  the  results  of  the  industrial 
education,  which  is  a  leading  feature  of  the  Hampton  Institute.  Enough,  however,  was 
seen  to  show  that  manual  labor,  as  a  means  of  mental  and  physical  training,  is  an  essen- 
tial. Each  student  is  required  to  give  at  least  two  days  a  week  to  this  department. 
Some  are  engaged  in  working  upon  the  land,  of  which  there  are  about  600  acres  of  till- 
age ;  others  work  at  the  various  trades.  The  students  make  long  days,  but  with  the  varied 
employments,  little  fatigue  is  experienced,  and  good  health  is  the  rule.  Thus,  in  addi- 
tion to  the  knowledge  and  discipline  received  in  the  school  proper,  every  student  leaves 
the  institution  with  the  ability  to  support  himself  by  some  useful  employment. 

The  industrial  pursuits  are  calculated  to  exercise  the  students'  active  powers  or  facul- 
ties, as  distinguished  from  their  passive  powers  or  capacities.  In  this  respect  these  pur- 
suits supplement  in  a  remarkable  degree  the  training  received  by  the  ordinary  school 
processes.  The  complaint  frequently  made  that  the  student  is  unable  to  do  anything 
when  he  leaves  school,  is  too  often  true;  with  such  training  as  is  received  at  Hampton 
this  complaint  is  not  likely  to  be  made,  for  it  will  not  be  true.  This  would  be  inferred 
from  the  nature  of  the  case,  but  it  is  actually  shown  in  the  service  the  graduates  are  able 
to  render.  The  treasurer's  clerks  are  graduates  of  Hampton,  doing  their  work  with  ac- 
curacy and  dispatch;  the  overseers  on  both  the  farms  run  by  the  institution  are  graduates 
of  the  school,  as  is  also  the  head  of  the  tailoring  department.  Over  90  per  cent,  of  all 
the  graduates  have  taught  in  the  schools  of  Virginia  or  other  States.  One  is  principal 
of  a  normal  school  in  Alabama,  while  three-fourths  of  all  the  graduates  have  chosen 
teaching  as  a  profession.  Others,  not  in  schools,  are  filling  positions  of  trust  and  respon- 


244  INDUSTRIAL    EDUCATION    IN   THE    UNITED    STATES. 

sibility;  nearly  all  who  teach  report  Sunday  schools  connected  with  their  day  schools, 
and  some  have  founded  temperance  societies. 

Thus  it  will  be  seen  that,  wherever  they  go,  the  graduate  teachers  become  the  leaders 
among  their  people. 

And  so,  through  this  and  similar  institutions  throughout  the  South,  the  problem  of  good 
citizenship  presented  by  negro  suffrage  is  solved.  Give  the  colored  man  a  good  education 
and  a  fair  chance  and  he  will  surely  become  a  good  citizen  and  win  for  himself  and  his 
race  honorable  distinction.  The  figures  in  this  problem  are  the  slaves  themselves;  the 
solution  depends  on  liberal  endowments  and  efficiency  of  management,  such  as  is  seen 
at  Hampton. 

Though  the  colored  race  has  been  chiefly  considered  in  the  report  and  though  the 
evidence  is  less  cumulative  in  the  case  of  the  Indian,  from  what  is  known  there  is  every 
reason  to  believe  that,  admitted  to  equal  privileges  and  charged  with  the  same  responsi- 
bilities, the  same  results  are  to  flow  to  the  red  man.  The  committee  heartily  concur  in 
the  statement  in  General  Armstrong's  report  for  the  academic  year  just  closed:  "Our 
four  years'  work  for  Indians  satisfies  us  that  their  progress  is  a  question  riot  of  capabili- 
ties, but  of  opportunities.  Universal  education  means  peace  and  prosperity  to  the  red 
man.  Justice  and  humanity  call  for  it,  and  common  sense  suggests  that  paying  $800  in 
three  years  for  the  education  of  an  Indian  is  better  than  paying  $1,000  a  year  for  each 
soldier  sent  to  fight  him. ' ' 

So  the  question  what  shall  be  done  with  the  emancipated  slave  and  the  ' '  savage  In- 
dian" is  solved  not  by  extermination,  but  by  mental  discipline  and  a  training  of  their 
powers  to  various  forms  of  labor. 

QUESTIONS. 
I. 

AEITHMETIC. — How  many  bushels  of  potatoes  in  a  rectangular  bin  10  feet  square  at 
the  bottom  and  2|  feet  deep,  allowing  1^  cubic  feet  to  a  bushel? 

LANGUAGE. — Write  a  telegram  to  some  person  at  home,  stating  that  you  have  arrived 
at  New  York  and  naming  the  day  you  expect  to  reach  home;  also  naming  the  railroad 
by  which  you  are  to  come. 

GEOGRAPHY. —  (1)  Name  some  country  in  about  the  same  latitude  as  New  England, 
which  has  a  warmer  climate.  (2)  What  are  some  of  the  causes  that  affect  the  climate 
of  a  country? 

II. 

ARITHMETIC. — Two  bushels  one  peck  of  seed  peas  were  put  up  in  bags,  each  holding 
three-fifths  of  a  gill;  how  many  bags  were  required? 

LANGUAGE. — Correct  the  following  sentence,  if  incorrect,  and  state  the  reason  for  the 
corrections: 

Samuel  or  John  have  worked  here  last  year;  i  do  not  know  as  either  of  them  are  here 
now. 

GEOGRAPHY.— Name  a  port  to  which  vessels  sailing  from  Boston  go  for  (1)  sugar  and 
molasses,  (2)  raw  hides,  (3)  coffee.  (4)  Write  anything  you  know  about  any  of  these 
articles. 

III. 

ARITHMETIC. — A  square  lot  of  land  was  inclosed  by  a  fence  at  a  cost  of  $40.  If  the 
fence  cost  $0.62J  per  rod,  what  was  the  length  of  one  side  of  the  lot? 

LANGUAGE. — Correct  the  following  sentence,  if  incorrect,  and  parse  "laid"  and 
"by:" 

A  peck  of  these  kind  of  peas  were  laid  by  for  planting. 

GEOGRAPHY. — Name  the  bodies  of  water  upon  which  are  situated  (1)  Boston,  (2) 
Springfield,  Mass.,  (3)  Philadelphia,  (4)  Chicago.  (5)  Describe  any  of  these  cities. 

IV. 

ARITHMETIC.— How  many  yards  of  carpeting  three-fourths  of  a  yard  wide  are  required 
to  carpet  a  floor  16 }  feet  long  and  9  feet  wide,  allowing  nothing  for  waste? 

LANGUAGE — Correct  the  following  sentences,  if  incorrect,  and  parse  "ought:" 

Ought  a  pupil  to  whisper  in  school    i  don't  think  they  had. 

GEOGRAPHY. — (1)  Name  three  important  exports  of  the  Southern  States.  (2)  Tell 
where  they  are  produced  and  anything  you  know  about  any  of  them. 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.          245 

V. 

ARITHMETIC. — How  many  cans,  each  holding  l£  pints,  will  be  required  to  hold  7  gal- 
lons 2  quarts  of  preserves? 

LANGUAGE.— (1)  What  is  the  subject  of  a  sentence?  (2)  Give  an  example  of  a  sim- 
ple sentence;  (3)  of  a  compound  sentence;  (4)  of  a  complex  sentence. 

GEOGRAPHY. —  (1)  Name  five  of  the  largest  rivers  of  North  America,  and  tell  into 
what  each  flows.  (2)  State  anything  you  know  about  any  of  these  rivers. 

VI. 

ARITHMETIC. — If  2  boys  can  shovel  a  snow-path  in  24  minutes,  in  what  part  of  an 
hour  can  3  boys  shovel  it? 

LANGUAGE. — Write  a  short  letter  to  your  father,  describing  your  school  and  your 
work. 

GEOGRAPHY. —  (1)  Which  is  farther  north,  Albany  or  Paris?  (2)  Name  in  order  the 
bodies  of  water  you  would  pass  through  in  going  from  Albany  to  Liverpool.  (3)  De- 
scribe any  of  the  above  named  cities. 

VII. 

ARITHMETIC. — Find  the  bank  discount  on  $600  from  July  15  to  the  5th  of  August 
next  following,  the  rate  being  5  per  cent. 

LANGUAGE. — Write  a  letter  to  a  manufacturer,  ordering  goods  sent  you  by  some  par- 
ticular express. 

GEOGRAPHY. —  (1)  Through  what  zone  does  the  equator  pass?  (2)  How  many  de- 
grees in  width  is  this  zone?  (3)  What  countries  lie  mainly  in  this  zone? 

VIII. 

ARITHMETIC. — Bricks  are  8  inches  long,  4  inches  wide,  and  2*  inches  thick.  How 
many  bricks  will  it  take  to  build  a  wall  20  feet  long,  10  feet  high,  and  18  inches  thick, 
allowing  one-fifth  of  the  wall  to  be  cement? 

LANGUAGE. — Correct  the  following  sentence,  if  incorrect:  (1)  Each  board  of  officers 
keep  their  own  accounts.  (2)  Make  out  a  bill  against  your  teacher  for  a  hat,  and  re- 
ceipt the  bill. 

GEOGRAPHY. —  (1)  Draw  an  outline  map  of  your  own  State,  and  locate  your  own 
town.  (2)  Write  a  brief  description  of  your  town,  naming  in  order  the  towns  which  sur- 
round it. 


WEST  VIRGINIA. 
WEST  VIRGINIA  UNIVERSITY,  MORGANTOWN. 

[Statement  obtained  from  catalogues,  &c.] 

The  proceeds  of  the  land  grant  to  West  Virginia  were  supplemented  by  appropriations 
from  the  State  and  aid  given  by  the  town  in  which  the  agricultural  college  was  to  be 
located.  The  original  institution  was  named  the  West  Virginia  Agricultural  College, 
but  after  it  had  been  fully  adopted  by  the  State  an  act  was  passed  requiring  it  to  be 
known  as  the  West  Virginia  University.  It  is  announced  that  its  design  is  "  to  educate, 
inform,  and  discipline  the  student's  mind,  to  strengthen  his  moral  principles,  and  supply 
such  general  and  generous  as  well  as  special  culture  as  will  best  prepare  him  for  success 
and  usefulness  in  any  pursuit  or  profession  in  life." 

The  value  of  its  grounds,  buildings,  and  apparatus  is  estimated  at  $175,000.  Its  pro- 
ductive funds  amounted  to  $110,000,  the  annual  income  of  which  is  $6,500.  The  State 
appropriation  for  1881  was  $16,500. 

The  faculty  has  12  members.  The  department  of  agriculture,  chemistry,  and  physics 
has  been  recently  furnished  with  a  commodious  and  well  appointed  laboratory  of  theo- 
retical and  practical  chemistry. 

The  students  in  attendance  in  the  school  year  1881-' 82  were  177  in  all  the  depart- 
ments. Of  these  102  were  preparatory  and  75  collegiate  students.  Nearly  all  of  them 
were  residents  of  West  Virginia,  only  18  being  from  other  States.  The  tuition  in  the 
preparatory  departments  is  $5  each  term,  and  in  other  departments  $8.  There  are  three 
terms  a  year.  The  number  of  graduates  previous  to  1883  was  78. 

The  instruction  thus  far  provided  for  in  the  university  is  embraced  in  5  departments, 
namely:  classical,  scientific,  agricultural,  engineering,  and  military ;  there  are  also  law, 
medical,  and  preparatory  departments.  The  classical  course  is  similar  to  the  academic 
course  of  other  colleges.  The  scientific  course  gives  special  prominence  to  chemistry, 
and  agriculture  is  among  the  studies  prescribed.  The  department  of  engineering  has 
the  studies  common  to  such  a  course,  being  the  same  as  the  scientific  course  up  to  the  senior 
year.  In  the  military  department  there  are  daily  drills  by  the  cadets,  and  military  sci- 
ence is  systematically  taught.  The  studies  include  among  others  cavalry  and  artillery 


246 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 


tactics,  military  history,  military  engineering,  the  strategy  and  art  of  war,  military  law 
and  court-martial,  and  ordnance  and  gunnery.  Dress  parade,  reviews,  inspections,  and 
guard  mountings  are  held  as  often  as  deemed  expedient.  The  law  provides  that  five  cadets 
may  be  appointed  in  each  senatorial  district  in  the  State.  These  are  educated  free  of 
cost  for  tuition,  books,  stationery,  &c.  The  cadets  may  pursue  their  studies  in  any  de- 
partment of  the  university,  subject  to  general  regulations.  The  drill  occupies  one  hour 
on  each  of  four  days  in  the  week.  The  cadets  must  be  between  sixteen  and  twenty-one 
years  of  age. 

The  studies  of  the  agricultural  department  are  embraced  in  a  two  years'  course,  and 
those  who  complete  them  creditably  receive  a  certificate  to  that  effect.  Agricultural 
instruction  is  given  largely  by  lectures.  The  subjects  treated  by  these  in  the  first  year 
include  the  chemistry,  structure,  and  physiology  of  plants,  air,  water,  and  soil;  till- 
age, draining,  and  manuring;  domestic  animals;  foods;  agriculture;  products;  garden- 
ing and  the  culture  of  fruits  and  vegetables.  In  the  second  year  topics  directly  treat- 
ing of  farm  operations,  including  the  raising  of  crops,  the  care  of  domestic  animals,  rural 
economy,  the  history  of  agriculture,  and  entomology  are  made  the  subjects  of  lectures. 
The  law  department  includes  courses  for  two  years  of  nine  months  each,  and  leads  to  the 
degree  of  bachelor  of  law.  The  medical  department  is  also  open  during  the  entire  uni- 
versity session  of  nine  months.  In  the  two  departments  last  named  instruction  is  given 
principally  by  means  of  lectures  and  practical  exercises  by  the  students. 


WISCONSIN. 
UNIVERSITY  OF  WISCONSIN,  MADISON. 

•[Statement  obtained  from  catalogues,  letters,  &c.] 

The  University  of  Wisconsin  was  organized  in  1848,  and  reorganized  in  1866.  By  the 
act  of  reorganization  its  object  was  declared  to  be  "to  provide  the  means  of  acquiring  a 
thorough  knowledge  of  the  various  branches  of  learning  connected  with  scientific,  in- 
dustrial, and  professional  pursuits. ' ' 

The  endowment  consists  of  the  university  fund,  $226,460.78;  the  agricultural  college 
fund,  $267,330.86;  the  Johnson  endowment  fund,  $5,000;  and  the  Lewis  medal  fund, 
$200.  The  value  of  the  grounds,  buildings,  and  apparatus  is  $455,000.  For  the  year 
closing  With  September,  1881,  the  income  was  as  follows:  State  appropriation,  $44,558.27; 
from  productive  funds,  $31, 749. 38 ;  students,  $5, 933. 43 ;  entire  income,  $82, 669. 81 .  There 
are  4,210  acres  of  university  land  and  4,359  acres  of  agricultural  college  land  remaining 
unsold. 

The  faculty  consists  of  a  president,  19  professors  of  the  colleges  of  arts  and  letters,  7 
professors  of  the  law  faculty,  11  instructors,  and  5  other  officers. 

The  collegiate  professorships  are  as  follows:  Mental  and  moral  philosophy;  mathe- 
matics; Latin  and  history;  Latin;  Greek  language  and  literature;  astronomy;  civil 
polity  and  political  economy;  physics;  chemistry  and  agriculture;  German  language  and 
literature;  English  literature;  geology;  mining;  metallurgy;  Scandinavian  languages; 
rhetoric  and  oratory;  French  language  and  literature;  zoology;  civil  and  mechanical  en- 
gineering; botany  and  agriculture;  music;  military  science  and  tactics. 

The  number  of  students  in  attendance  during  the  collegiate  year  closing  in  1882  was 
398,  classified  as  follows: 


I 

Juniors. 

Sophomores. 

Freshmen. 

1 

Resident  graduate                                                                    

1 

18 

11 

19 

18 

66 

Modern  classical  course                                             

16 

18 

15 

22 

71 

Scientific  course                                                                                      

20 

9 

8 

24 

61 

3 

5 

11 

19 

2 

2 

Metallurgical  course                                       ...         

3 

3 

1 

2 

3 

Total 

228 

116 

50 

f, 

Grand  total.... 

398 

INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.          247 

There  is  preparatory  work  in  Greek  only. 

Tuition  is  free  to  residents  of  the  State;  $18  to  others. 

There  are  ten  scholarships,  for  the  present  limited  to  students  speaking  one  of  the  Scan- 
dinavian languages.  Their  annual  value  is  $50  each. 

The  graduates  number  877;  collegiate,  570;  law,  307.  Of  the  collegiate  graduates  430 
are  men;  140  women. 

Degrees  have  been  conferred  as  follows  :  A.  B.  (ancient  classical  course),  129 — 121  on 
men,  8  on  women;  L.  B.  (modern  classical  course),  66 — 33  on  men,  33  on  women;  s.  B., 
228 — 160  on  men,  68  on  women;  c.  E.  B.,  21;  M.  B.  (mining),  7;  M.  E.  B.  (mechanical 
engineering),  1;  agriculture,  1. 

The  eight  courses  of  study  in  the  colleges  of  arts  and  letters  are  termed  respectively 
the  ancient  classical,  modern  classical,  general  science,  agricultural,  civil  engineering, 
mechanical  engineering,  mining,  and  metallurgical  courses. 

The  ancient  classical  course  corresponds  to  the  usual  academic  course  of  other  colleges. 

The  modern  classical  course  substitutes  French  or  German  for  Greek. 

The  general  science  course  is,  after  the  first  year,  chiefly  elective,  and  election  of  studies 
may  be  made  from  all  the  leading  departments  of  mathematical  and  physical  science, 
and  the  modern  languages. 

The  civil  engineering  course  provides  such  instruction  as  shall  fit  its  students  to  de- 
velop into  capable  engineers. 

The  mechanical  engineering  course  is  accompanied  throughout  by  practice  in  the  ma- 
chine shop. 

The  mining  and  metallurgical  courses  are  nearly  alike,  the  variation  being  in  giving 
special  prominence  to  chemistry  in  the  latter.  The  two  courses  may  be  united  and  accom- 
plished by  an  able  and  diligent  student  in  the  usual  time  allotted  to  a  single  course. 

The  agricultural  course  is  supplemented  by  experiments  in  agriculture  and  horticulture 
on  the  university  farm. 

The  courses  in  agriculture  and  mechanical  engineering  deserve  extended  notice,  as  being 
the  ones  which  most  directly  teach  industries. 

The  course  in  mechanical  engineering  was  established  in  1877.  The  studies  of  the  first 
year  are  the  same  as  those  in  the  course  in  general  science,  with  one  exception.  The 
special  studies  of  the  second  year  are  chemistry,  drawing,  and  the  elements  of  machines; 
the  third  year,  drawing,  resistance  of  materials,  the  steam  engine  and  machinery,  and 
mill  work;  the  fourth  year,  drawing  and  the  steam  engine  continued,  metallurgy,  hy- 
draulics and  hydraulic  motors,  and  machine  designing.  Shop  practice  is  continued  through- 
out the  course. 

The  course  in  agriculture,  extending  through  four  years,  is  designed  to  meet  the 
wants  of  such  young  men  as  may  desire  a  college  education  and  yet  have  it  tend  in  the 
direction  of  the  farm, 

One  language  is  taught  in  this  course,  namely,  German,  by  which  the  way  is  opened 
to  a  direct  knowledge  of  the  work  of  the  agricultural  experimental  stations  of  Germany. 
In  this  course  some  eight  terms  in  all  are  spent  in  the  study  of  chemistry,  and  practice  is 
given  in  analysis  of  agricultural  products,  both  qualitatively  and  quantitatively.  Next 
to  chemistry  stands  botany,  which  is  taught  during  four  terms,  and  comprehends  a  study 
of  not  only  our  common  plants  but  a  familiarity  with  the  wild  and  cultivated  grasses, 
and  as  full  a  consideration  as  time  will  permit  of  the  noxious  fungi.  Among  studies 
requiring  from  one  to  two  terms  might  be  named  zoology,  physics,  and  geology.  Agri- 
culture as  a  study  comes  in  the  last  year  of  the  course,  at  a  time  when  the  student  is  well 
prepared  by  previous  preparation  to  take  up  such  subjects  as  stock  breeding,  stock  feed- 
ing, rotation  of  crops,  drainage,  &c.  Students  completing  the  course  are  given  the  de- 
gree of  bachelor  of  agriculture. 

Since  the  requirements  for  admission  into  this  course  are  above  the  ability  of  many 
young  men  who  are  desirous  of  devoting  some  time  to  study  in  this  direction,  special 
students  in  agriculture  are  admitted  upon  passing  examination  in  the  common  English 
branches.  Special  students  may  pursue  any  studies  of  the  course  for  which  they  are 
prepared. 

It  is  most  evident,  however,  that  the  scope  of  an  agricultural  department  is  quite 
limited  if  its  effort  ends  with  giving  instruction  to  the  pupils  at  hand.  Cognizant  of 
this  fact,  and  desirous  of  extending  its  usefulness  to  the  many  intelligent  farmers  of  the 
State  who  are  otherwise  ignored,  the  board  of  regents  established  the  experimental  farm. 
For  a  series  of  years  the  farm  was  largely  devoted  to  making  tests  as  to  the  productive- 
ness of  the  various  varieties  of  field  crops.  Among  the  experiments,  running  through 
several  years,  was  that  of  the  endeavor  to  find  a  winter  wheat  suited  to  Southern  Wis- 
consin. The  value  of  the  Fultz  and  Clawson  were  early  demonstrated  for  this  purpose. 

In  1881  the  legislature  appropriated  $4,000  for  experiments  in  amber  cane  and  the  en- 
silage of  fodders.  In  1882  it  appropriated  $2,000  for  a  continuance  of  this  work.  It  is 
yet  too  early  to  predict  the  results  of  these  experiments  as  a  whole,  but  those  of  the  first 


248  INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 

year  with  amber  cane  were  permanently  successful  as  compared  with  results  obtained  in 
this  direction  elsewhere.  In  1881  about  1,200  pounds  of  good  raw  sugar  were  made,  and 
this  was  refined  into  good  brown  and  white  sugar.  The  yield  per  acre  varied  from  700 
to  1,000  pounds  of  sugar,  in  addition  to  from  80  to  100  gallons  of  syrup  and  30  bushels 
of  seed. 

In  the  ensilage  of  fodders  no  very  satisfactory  data  were  obtained,  but  at  present  it 
would  seem  that  this  season  we  have  all  the  facts  necessary  to  ascertain  the  value  of  this 
method  of  preserving  fodder  in  our  State. 

The  university  is  open  to  females  under  such  regulations  as  the  board  of  regents  may 
deem  proper.  They  are  received  in  all  respects  on  the  same  terms  as  young  men. 

The  university  is  provided  with  extensive  and  valuable  geological  and  mineralogical 
cabinets,  and  collections  in  natural  history;  also  with  well  selected  philosophical  and 
chemical  apparatus. 

There  are  also  chemical,  zoological,  physical,  mineralogical,  and  assay  laboratories,  well 
supplied  with  apparatus  and  material,  affording  excellent  facilities  for  the  prosecution  of 
studies  in  the  several  departments  of  science. 

When  the  course  in  mechanical  engineering  was  established,  the  work  of  fitting  up  a 
machine  shop,  in  which  instruction  in  practical  mechanics  and  machine  construction 
might  be  given  as  a  supplement  to  that  of  the  class  room,  was  undertaken.  A  room  38 
by  40  feet,  14  feet  high,  was  set  apart  for  the  shop.  Machinery  and  tools  of  the  most 
approved  kinds  were  procured.  Among  them  were  a  planer,  two  engine  lathes,  a  hand 
lathe,  a  milling  machine,  an  upright  drill,  and  a  full  complement  of  benches  and  bench 
tools.  The  motive  power  is  furnished  by  a  thirty  horse  power  steam  engine.  Ten  hours 
per  week  is  required  throughout  the  course. 

The  method  of  instruction  is  a  combination  of  the  Russian  system  with  that  followed 
at  the  Worcester  (Mass.)  Free  Institute. ,  Much  practical  work  is  done  in  the  shop.  One 
of  the  articles  in  process  of  construction  in  1880  was  an  engine  for  the  State  Capitol. 

Each  student  is  required  to  construct  the  model  of  a  machine  previous  to  his  gradua- 
tion. 


APPENDIX  B. 


STATISTICS  OF  INSTITUTIONS  ENDOWED  WITH  THE  NATIONAL  LAND 

GRANT. 


Name. 

Location. 

Date  of  charter. 

Date  of  organization. 

President. 

Preparatory 
department. 

Instructors. 

Students. 

1 

£ 
£ 

State    Agricultural    and 
Mechanical  College. 
Arkansas  Industrial  Uni- 
versity. 
University  of  California... 
State  Agricultural  College 

Sheffield  Scientific  School 
of  Yale  College. 
Delaware  College 

Auburn,  Ala  
Fayetteville.Ark 

Berkeley,  Cal  
Fort  Collins,  Colo. 

New  Haven,  Conn 
Newark,  Del  
,  Fla  

1872 
1871 

1868 

1877 

1701 
1867 

1872 
1871 

1869 
1879 

1847 
1870 

Rev.  I.  T.  Tichenor,  D. 
General  D.  H.  Hill  

William  T.  Reid,  A.  M. 
Charles  L.  Ingersoll,  M. 
sc. 
Rev.  Noa'a  Porter,  D. 

D.,  LL.  D 

William  H.  Purnell,  A. 

M.,  L.L..  D. 

1 
a6 

0 

47 
a3 
0 

21 

0 

State    Agricultural    Col- 
lege.6 
University  of  Georgia  : 
Georgia  State  College 
of  Agriculture  and 
Mechanic  Arts. 
Southwest  Georgia 
Agricultural     Col- 
lege. 
North  Georgia  Agri- 
cultural College. 
Middle  Georgia  Mili- 
tary and  Agricultu- 
ral College. 
South  Georgia  Agri- 
cultural College. 
Illinois  Industrial  Univer- 
sity. 
Purdue  University  

Iowa   State  Agricultural 
College. 
Kansas  State  Agricultural 
College. 
Agricultural  and  Mechan- 
ical  College    of  Ken- 
tucky. 
Louisiana  State  Univer-] 
sity  and  Agricultural  ! 
and   Mechanical    Col-  f 
lege. 
Maine  State  College  of 
Agriculture  and  the  Me- 
chanic Arts. 
Maryland      Agricultural 
College. 
Massachusetts  Agricultu- 
ral College. 

Athens,  Ga  
Cuthbert,  Ga  

Dahlonega,  Ga  
Milledgeville,  Ga 

Thomasville,  Ga 
Urbana,  111  
La  Fayette,  Ind. 
Ames,  Iowa  
Manhattan,  Kans.. 

1872 
1879 
1871 

1879 
1867 
1872 
1869 
1863 
c!865 

1853 

1874 
1865 

1856 
1863 

1872 
1879 

1873 
1880 

1879 
1868 
1874 
1869 
1863 
1866 

1860 

1874 
1868 

1859 
1867 

Rev.  P.  H.  Mell,  D.  D., 
LL.  D.  (ex  officio). 

V.  T.  Sanford,  A.  M  
Hon  D  W  Lewis 

2 
5 

130 

1 
151 

171 

29 
167 

W.  S.  Dudley,  M.  D  
O.  D.  Scott  

Selim  H.  Peabody,  PH. 

D.,  LL.  D. 

Emerson  E.  White,  A. 

M..  LL.  D. 

A.  S.  Welch,  LL.  D  
George  T.  FairchUd,  A.  M. 
James  K.  Patterson,  PH 

D.,  F.  B.  H.  S.,  F.  S.  A. 

1  William  Preston  John- 
f     ston. 

M.  C.  Fernald,  A.  M.,  PH. 

D. 

William  H  Parker  .... 

3 
2 

2 

60 
1 
10 

11 
29 
5 

Lexington,  Ky  

Baton      Rouge, 
La. 

Orono,  Me  

6 

0 

0 
6 

0 

College   Station, 
Md. 
Amherst,  Mass  

Hon.    Paul  A.  Chad- 
bourne,  D.  D.,  LL.  D. 

a  Report  of  normal  department  is  here  included. 

6  Location  not  fixed,  and  college  not  organized  at  last  report,  1880. 

c  As  a  department  of  Kentucky  University ;  new  charter  in  1880. 


250  INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 

STATISTICS  OF  INSTITUTIONS  ENDOWED,  &e.— Continued. 


Name. 

Location. 

Date  of  charter. 

Date  of  organization. 

President. 

Prepar  a  t  o  r  y 
department. 

Instructors. 

Students. 

V 

Female. 

Massachusetts  Institute  of 
Technology. 
Michigan  State  Agricultu- 
ral College. 
University  of  Minnesota... 

Alcorn  Agricultural  and 
Mechanical  College. 
Agricultural  and  Mechan- 
ical College  of  the  State 
of  Mississippi. 
University  of  the  State  of 
Missouri. 
School  of  Mines  and  Me- 
tallurgy. 
University  of  Nebraska  .... 

University  of  Nevada  &  

New  Hampshire  College 
of  Agriculture  and  the 
Mechanic  Arts. 

Boston,  Mass  
Lansing,  Mich  

Minneapolis, 
Minn. 
Rodney,  Miss  

Agricultural  Col- 
lege, Miss. 

Columbia,  Mo  
Holla  Mo 

1861 
1855 

1868 
1871 
1878 

a!839 
1870 
1869 

1865 
1857 
1867 
1872 
1880 

a!840 
1871 
1871 

1874 
1866 

1865 
1868 
1875 

1873 
c!865 
1859 

1765 

1880 

1870 
1874 

1809 
1869 

1876 

1800 
1865 

1872 
1868 
1867 
1849 

Francis  A.  Walker,  PH. 

D. 

T.  C.  Abbott,  LL.  D  
William    W.    Folwell, 

LL.  D. 

Rev.  H.  R.  Revels,  D.  D.. 
Stephen  D.  Lee  

0 

5 
3 

0 
44 
170 
154 

0 

27 



Samuel  S.  Laws,  A.  M., 

M.  D.,LL.  D. 

Charles  E.  Wait,  c.  E., 
M.  K.,  director. 
Henry   E.  Hitchcock, 
PH.  D.,  acting  chancel- 
lor. 
Hon,  John  S.  Mayhugh, 
(president  of  board  of 
regents.) 
Rev.  Samuel  C.  Bart- 
lett,  D.  D.,  LL.  D. 

Rev.  W.  H.  Campbell, 

D.  D.,   LL.   D. 

Andrew  Dixon  White, 

LL.  D. 

Hon.  Kemp  P.  Battle, 

LL.  D. 

W  Q  Scott 

2 
2 

25 
91 

22 

92 
26 

Lincoln,  Nebr  
Elko  Nev 

Hanover,  N.  H  

New  Brunswick, 
N.J. 
Ithaca,  N.  Y  

Chapel  Hill,  N.  C. 

Columbus,  Ohio.. 
Corvallis,  Oreg... 
State  College,  Pa. 

Providence,R.I.. 
Columbia,  S.  C.... 

I  Orangeburg,S.C. 

Knoxville,  Tenn. 

College   Station, 
Tex. 

^Burlington,  Vt... 
Blacksburg,  Va.. 
Hampton,  Va  

Morgan  town,  W. 
Va. 
Madison,  Wis  

1866 

1865 
1789 

1870 
1868 
1854 

1764 
1878 

/1869 

\1872 

(1807 
J1869 

1871 

/1791 
1.1865 

1872 

1870 
1867 
1848 

Cornell  University 

University  of  North  Caro- 
lina. 
Ohio  State  University  

7 

74 

19 

B  L  Arnold  A  M 

Pennsylvania   State  Col- 
lege. 

George   W.  Atherton, 

A.  M. 

Rev.  E.  G.  Robinson, 

D.  D.,   LL.  D. 

William  Porcher  Miles.. 
Rev.  Edward  Cook,  A.  ) 

M.,  D.  D.                              j 

Rev.     Thomas    W. 
Humes,  s.  T.  D. 

John  Garland  James.... 

Rev.MatthewH.Buck-  1 
ham,  D.  D.                   J 

Thomas     N.    Conrad, 

A.  M. 

Gen.  S.  C.  Armstrong, 
principal. 
Hon.  W.  L.  Wilson  

Rev.    John     Bascom, 

D.  D.,  LL.  D. 

5 

66 

19 

South  Carolina  College  of 
Agriculture  and  the  Me- 
chanic Arts. 
Claflin     University     and 
South  Carolina  Agricult- 
ural   College    and  Me- 
chanics' Institute. 
University  of  Tennessee 
and   State  Agricultural 
College. 
State  Agricultural  and  Me- 
chanical  College    of 
Texas. 
University    of   Vermont 
and  State  Agricultural 
College. 
Virginia  Agricultural  and 
Mechanical  College. 
Hampton  Normal  and  Ag- 
ricultural Institute. 
West  Virginia  University... 

University  of  Wisconsin... 

3 
3 

0 

d201 
92 

0 

6115 
0 

0 

4 

12 
e76 
102 
/5 

0 
c47 
0 

a  Missouri  Agricultural  and  Mechanical  College,  a  department  of  this  university,  was  chartered 
and  organized  under  the  national  grant  in  1870. 
6  Preparatory  department  only  organized. 
c  Organized  as  an  agricultural  college  in  1872. 
dOf  these  97  males  and  39  females  are  normal  students. 
e  Besides  48  boys  and  26  girls  in  Indian  classes. 
/Preparatory  Greek  class. 


INDUSTRIAL   EDUCATION    IN   THE    UNITED    STATES. 


251 


252 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 


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Rutgers  College  
Cornell  University  

University  of  North  Carolina  
Ohio  State  University  
r^-..,,ii,-a  rv>ii^,~« 

Pennsylvania  State  College  
Brown  University  
South  Carolina  College  of  Agriculture  and  the  Mechanic 
Arts. 
Claflin  University  and  South  Carolina  Agricultural  Col- 
lege and  Mechanics'  Institute. 
University  of  Tennessee  and  State  Agricultural  College.... 
State  Agricultural  and  Mechanical  College  of  Texas  
University  of  Vermont  and  State  Agricultural  College  

Maryland  Agricultural  College  
Massachusetts  Agricultural  College  
Massachusetts  Institute  of  Technology  
Michigan  State  Agricultural  College  
University  of  Minnesota  
Alcorn  Agricultural  and  Mechanical  College  .. 
Agricultural  and  Mechanical  College  of  the  St 
sissippi. 
University  of  the  State  of  Missouri  
School  of  Mines  and  Metallurgy  
University  of  Nebraska  

INDUSTRIAL    EDUCATION   IN   THE    UNITED    STATES. 


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254  INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 


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APPENDIX     C. 

DESCRIPTIONS  OF  THE  WORCESTER  COUNTY  FREE  INSTITUTE  OF  IN- 
DUSTRIAL SCIENCE,  WORCESTER,  MASS.;  THE  STEVENS  INSTITUTE  OF 
TECHNOLOGY,  HOBOKEN,  N.  J.;  AND  THE  POLYTECHNIC  AND  MANUAL 
TRAINING  SCHOOLS  OF  WASHINGTON  UNIVERSITY,  SAINT  LOUIS,  MO. 

WORCESTER  COUNTY  FREE  INSTITUTE. 

[Statement  by  Principal  C.  O.  Thompson.*] 

This  institution  arose  from  a  conviction  on  the  part  of  its  founders  that  there  is  need 
of  a  system  of  training  boys  for  the  duties  of  an  active  life  which  is  broader  and  brighter 
than  the  popular  method  of  "  learning  a  trade,"  and  more  simple  and  direct  than  the  so- 
called  " liberal  education."  It  is  the  undoubted  opinion  of  the  managers  of  the  insti- 
tute, and  of  all  who  have  watched  its  operation,  that  the  connection  of  academic  cult- 
ure and  the  practical  application  of  science  is  advantageous  to  both  in  a  school  where 
these  objects  are  started  together  and  carried  on  with  harmony  and  equal  prominence. 
The  academy  inspires  its  intelligence  into  the  work  of  the  shop,  and  the  shop,  with  eyes 
open  to  the  improvements  of  productive  industries,  prevents  the  monastic  dreams  and 
shortness  of  vision  that  sometimes  paralyze  the  profound  learning  of  a  college. 

GENERAL  IDEA. 

The  institute  offers  a  good  education — based  on  the  mathematics,  living  languages, 
physical  sciences,  and  drawing — and  sufficient  practical  familiarity  with  some  branch 
of  applied  science  to  secure  to  its  graduates  a  livelihood.  It  is  specially  designed  to 
meet  the  wants  of  those  who  wish  to  be  prepared  as  mechanics,  civil  engineers,  chemists, 
or  designers  for  the  duties  of  active  life. 

ORGANIZATION. 

The  training  of  students  preparing  for  mechanical  engineers  occupies  three  and  a  half 
years;  that  of  all  others  three  years,  of  forty-two  weeks  each.  There  are  therefore  four 
classes,  viz,  apprentice,  junior,  middle,  and  senior. 

ENDOWMENTS — FUNDS — EXPENSES. 

JohnBoynton,  ofTempleton,  gave $100,000 

Interest  before  use  on  this  gift 27,  000 

Ichabod  Washburn,  of  Worcester,  gave 130,  000 

Stephen  Salisbury,  of  Worcester,  gave 250,  000 

City  ofWorcester,  by  citizens 67,  000 

State  of  Massachusetts 50,  000 

Total  endowment 624,  000 

Income  from  tuition  paid  by  non-resident  students  a  year 1,500 

Value  of  Boynton  Hall  and  equipment  other  than  chemical  and  physical  ap- 
paratus -1 75,  000 

Value  of  Washburn  machine  shop  and  its  equipment 55,  000 

Value  of  grounds  (seven  acres)  and  one  dw  elling-house 25,  000 

Annual  income 24,  000 

Annual  expense  of  teaching  staff 21,  500 

INSTRUCTORS. 

Charles  O.  Thompson,  A.  M.,  Ph.  D.,  principal,  and  professor  of  chemistry.* 
George  I.  Alden,  B.  S.,  professor  of  theoretical  and  applied  mechanics. 
George  E.  Gladwin,  professor  of  drawing. 

*Professer  Thompson  has  resigned  and  Rev.  H.  T.  Fuller,  A.  M.,  has  been  appointed  principal, 
256 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  257 

Jolm  E.  Sinclair,  A.  M.,  professor  of  higher  mathematics  and  civil  engineering. 

Alonzo  S.  Kimball,  A.  M.,  professor  of  physics. 

Edward  P.  Smith,  A.  M.,  professor  of  modern  languages. 

Thomas  E.  N.  Eaton,  A.  M.,  junior  professor  of  mathematics. 

Milton  P.  Higgins,  B.  S. ,  superintendent  of  machine  shop. 

Walter  U.  Barnes,  B.  S.,  assistant  in  chemistry. 

Aldus  M.  Chapin,  C.  E.,  instructor  in  field  work. 

Paul  A.  Chadbourne,  D.  D.,  LL.  D.,  lecturer  in  geology. 

Number  of  students,  all  boys,  93;  average  age  at  entrance,  eighteen  and  three-quarters 
years. 

The  institution  is  open  to  all  qualified  applicants  regardless  of  locality,  and  students 
are  in  attendance  now  from  Pennsylvania,  Maine,  Connecticut,  New  Hampshire,  Rhode 
Island,  Ohio,  Texas,  California,  Minnesota,  the  District  of  Columbia,  and  Chili.  But  all 
residents  of  the  county  of  Worcester  and  23  residents  of  Massachusetts  and  not  of  Wor- 
cester County  are  entitled  to  free  tuition.  Others  pay  $150  per  annum. 

SCHOLARSHIPS. 

Resolve  of  Massachusetts*  Legislature,  approved  May  10,  1869. 

Resolved,  That  there  be  allowed  and  paid  out  of  the  treasury  of  the  Commonwealth 
the  sum  of  $50,000  to  the  Worcester  County  Free  Institute  of  Industrial  Science.  And 
in  consideration  of  this  grant,  said  institution  shall  annually  receive  twenty  pupils,  and 
instruct  them  during  the  entire  course,  free  of  tuition;  such  pupils  to  be  selected  by  the 
board  of  education  from  the  different  counties  in  this  Commonwealth,  except  that  none 
shall  be  taken  from  Worcester  County. 

Three  students  from  that  part  of  Norfolk  County,  viz:  from  the  towns  of  Bellingham, 
Foxboro',  Franklin,  Medway,  Walpole  and  Wrentham,  which  formerly  made  part  of  the 
ninth  Congressional  district,  may  receive  free  tuition  in  accordance  with  the  terms  of  the 
gift  of  Hon.  George  F.  Hoar. 

Applications  for  these  scholarships  are  filed  at  the  institute  as  soon  as  received.  After 
the  entrance  examination,  successful  candidates  receive  the  scholarships  in  the  order  of 
application. 

GRADUATES. 

Summary  of  employments  of  graduates,  liable  to  daily  cliange. 

Whole  number  of  mechanical  engineers 88 

All  others 98 

186 

Of  the  mechanical  engineers,  26  are  journeymen;  21  are  superintendents,  foremen,  or 
proprietors  of  manufacturing  establishments;  10  are  draughtsman;  5  are  mechanical  or 
civil  engineers ;  3  are  farmers;  1  is  a  chemist;  3  are  teachers;  18  are  engaged  in  miscel- 
laneous business,  generally  in  manufactures;  1  is  dead;  total,  88. 

Of  the  graduates  from  other  departments,  36  are  civil  engineers;  3  are  superintendents 
or  foremen;  11  are  teachers;  7  are  draughtsmen  or  designers;  3  are  journeymen  mechanics; 
6  are  chemists,  assayers,  or  apothecaries;  1  is  a  farmer;  27  are  engaged  in  miscellaneous 
occupations  in  active  business;  4  are  dead;  total,  98. 

Inasmuch  as  a  large  number  of  those  reported  as  engaged  in  miscellaneous  business 
are  really  in  positions  in  factories  and  mills  with  a  certain  prospect  of  promotion,  and 
where  their  technical  training  is  indispensable,  it  is  correct  to  say  that  90  percent,  of  the 
graduates  of  the  institute  are  occupying  positions  for  which  their  training  directly  pre- 
pared them. 

Note. — All  graduates  are  urged  to  begin  life  at  the  bottom  and  depend  upon  their  edu- 
cation for  speedy  advancement. 

OUTLINE  OF  THE  COURSE  OF  STUDY. 

Recitations  and  practice  are  assigned  to  the  classes  according  to  the  following  scheme, 
the  figures  indicating  hours  per  week: 

FIRST  HALF-YEAB. 

Seniors. — Theoretical  mechanics,  5;  French  or  German,  3;  English,  2;  chemistry,  2; 
physics,  4;  mechanical  drawing,  6;  practice,  10.     Middlers. — General  geometry,  5;  de- 
S.  Ex.  25 17 


258  INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 

scriptive  geometry,  3;  German,  2;  English,  1;  chemistry,  4;  free  drawing,  2;  mechanical 
drawing,  6;  practice,  10.  Juniors. — Algebra,  4;  geometry,  4;  German,  2;  English,  1; 
chemistry,  2;  free  drawing,  6. 


SECOND  HALF-YEAR. 


Seniors. — Applied  mechanics,  5;  French  or  German,  3;  English,  2;  chemistry,  4;  me- 
chanical drawing,  6;  practice,  10.  Hiddlers. — Calculus,  5;  German,  3;  English,  1;  physics, 
4;  free  drawing,  2;  mechanical  drawing,  6;  physics,  4;  practice,  10.  Juniors. — Trigo- 
nometry, 4;  algebra,  4;  German,  3;  English,  1;  chemistry,  4;  free  drawing,  6;  practice, 
10.  Apprentices. — English,  5;  free  drawing,  10;  shop  practice,  39. 

INSTRUCTION   TO  WOMEN. 

Several  women  have  enjoyed  the  full  advantage  of  the  institute,  receiving  instruction 
in  return  for  service  as  assistants  in  the  office. 

The  third  supplement  of  Watts's  Dictionary  of  Chemistry,  London,  1879,  page  426,  sets 
out  the  work  of  Miss  Mary  F.  Reed  as  an  original  contribution  to  knowledge. 

This  work  was  done  in  this  laboratory,  and  is  the  only  original  woman's  work  in 
chemistry,  so  far  as  I  know,  which  has  secured  notice  in  Watts's  Dictionary. 

BUILDINGS,   WORK-ROOMS,   SHOPS,   LABORATORIES,  ETC. 

Rooms  and  utensils. — Boynton  Hall  is  a  commodious  granite  building,  146  feet  long  by 
61  feet  wide,  built  by  the  citizens  of  Worcester.  It  contains  a  chapel  capable  of  seating 
four  hundred  persons;  a  lecture  room,  in  the  rear  of  which  are  a  store  room  and  private 
laboratory,  with  store  and  balance  rooms;  furnished  with  all  the  tables,  reagents,  &c., 
necessary  for  the  students'  use;  a  laboratory,  fully  equipped  for  instruction  in  chemis- 
try; a  physical  laboratory,  furnished  with  power  from  the  shop  and  adapted  to  the  use 
of  students  in  the  practical  solution  of  problems  in  physics,  containing  Willis's  apparatus, 
complete  working  machines  to  illustrate  the  movements  of  the  link  and  valve;  C.  H. 
Morgan's  machine  for  showing  the  correct  forms  of  cams  and  their  movements;  models 
of  bridges,  thermic,  optical,  and  galvanic  apparatus  to  meet  every  want;  two  commo- 
dious drawing  rooms,  one  for  freehand,  the  other  for  mechanical  drawing,  with  model 
rooms,  where  are  the  best  French  and  English  plates,  manuscript  drawings,  models, 
casts,  &c.,  a  designer's  room,  commodious  recitation  rooms,  and  office  room.  There  is 
also  a  full  set  of  instruments  for  the  use  of  the  civil  engineers.  Through  the  generosity 
of  a  constant  friend  the  institute  has  come  into  possession  of  the  celebrated  Chevallier 
universal  microscope,  which  was  imported  by  the  late  Francis  Peabody,  esq. ,  of  Salem. 

The  Fairbanks  testing  machine,  which  was  on  exhibition  at  the  Centennial  and  re- 
ceived an  award,  has  been  added  to  the  apparatus  of  the  physical  laboratory  for  the  pur- 
pose of  instruction.  This  machine  has  a  capacity  of  52,000  pounds,  and  is  of  universal 
applicability  to  the  determination  of  the  strength  of  materials. 

Books. — There  is  a  small  library  of  books  of  reference  at  the  institute.  Through  the 
liberality  of  the  trustees  of  the  Green  library,  which  contains  45,000  volumes,  students 
share  in  its  use  with  the  citizens  of  Worcester.  All  new  standard  works  in  technical 
literature  are  promptly  added  to  this  library  as  they  appear. 

The  library  of  the  American  Antiquarian  Society,  of  60,000  volumes,  is  accessible  to 
students. 

Practice. — The  Washburn  machine  shop  offers  unusual  facilities  to  students  in  this 
department  for  obtaining  a  practical  knowledge  of  the  use  of  tools  and  the  management 
•of  machines.  The  shop  is  equipped  with  the  best  tools  and  machinery  for  the  working 
•of  iron  and  wood,  and  is  managed  by  a  superintendent,  who  employs  a  sufficient  number 
of  skilled  workmen.  The  students  spend  their  practice  hours  in  it  as  apprentices.  Be- 
sides the  general  training  in  drawing,  the  mechanical  engineers  have  special  instruction 
•during  senior  year  in  making  working  drawings  of  machines,  determining  the  strength, 
dimensions,  and  proper  proportions  of  machines  from  numerical  specifications  and  in  the 
laws  of  motors.  It  is  the  main  purpose  of  the  shop  to  carry  out  the  wise  and  compre- 
hensive plan  of  its  founder,  the  late  Hon.  Ichabod  Washburn,  of  Worcester,  as  expressed 
in  the  following  extract  from  his  letter  of  gift,  dated  March  6,  1866: 

"There  shall  be  a  machine  shop  of  sufficient  capacity  to  employ  20  or  more  apprentices, 
with  a  suitable  number  of  practical  teachers  and  workmen  in  the  shop  to  instruct  such 
apprentices,  and  provided  with  all  necessary  steam  power,  engines,  tools,  apparatus 
and  machinery  of  the  most  improved  models  and  styles  in  use,  to  carry  on  the  business 
of  such  machine  shop  in  all  its  parts  as  a  practical  working  establishment.  There  shall 
be  a  superintendent  of  such  shop,  who  shall  be  appointed  and  subject  to  be  removed  by 
the  trustees,  who  shall  be  a  man  of  good  morals  and  Christian  character,  having  a  good 
English  [education,  a  skilfull  and  experienced  mechanic,  well  informed  and  capable  of 
teaching  others  in  the  various  parts  and  processes  of  practical  mechanism  usually  applied 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  259 

or  made  use  of  in  the  machine  shops  of  the  country,  who  shall  devote  his  time  and  at- 
tention to  the  management  and  business  of  the  shop,  purchasing  stock,  making  contracts 
for  the  manufacture  and  sale  of  machines,  and  other  work  usually  done  in  machine 
shops,  subject  to  such  rules  as  the  trustees  may  prescribe,  and  having  charge  of  the  proper 
financial  concerns  of  the  shop,  hiring  necessary  workmen,  and  discharging  the  same  at 
his  discretion,  and  shall  see  that  the  apprentices  are  suitably  taught  in  all  the  depart- 
ments of  practical  mechanism,  working  of  wood  and  metals,  and  use  of  tools,  so  as  to 
make  them,  so  far  as  may  be,  skilled  workmen,  and  fitted  to  carry  on  business  for  them- 
selves after  they  leave  the  shop  at  the  expiration  of  their  apprenticeship. 

11  He  shall,  moreover,  have  a  care  and  oversight  over  the  apprentices,  such  as  a  faith- 
ful master  would  exercise,  to  the  end  that  they  may  cultivate  habits  of  industry,  good 
conduct,  and  attention  to  their  studies." 

The  shop  is  a  three-story  brick  building,  100  feet  long  by  40  feet  wide,  with  a  wing  65 
by  40  feet,  for  engine,  boilers,  and  blacksmith  shop.  These  rooms  are  all  equipped  ac- 
cording to  the  directions  of  the  benevolent  donor. 

Students  who  desire  instruction  in  mechanics  according  to  the  present  arrangement 
must  enter  the  apprentice  class,  unless  they  have  already  attained  adequate  proficiency 
in  the  use  of  tools  and  machinery. 

As  much  variety  as  possible  is  sought  in  the  kind  of  work  assigned  to  students.  In 
general  the  apprentice  class  learn  something  of  the  use  of  wood- working  tools  and  ma- 
chinery; the  junior,  middle,  and  senior  classes  work  mainly  on  iron. 

Practice  in  the  machine  shop  and  drawing  room  is  given  in  manufacturing  the  prod- 
ucts enumerated  in  the  catalogue.  It  comprises — 

IN  THE  WOOD  ROOM. 

BenchworJc. — This  includes  a  great  variety  of  manipulation,  under  constant  instruction, 
in  laying  out  work  with  knife  and  pencil,  the  use  of  the  planes,  the  handsaws,  chisels, 
gouges,  squares,  gauges,  and  other  tools. 

Wood  turning — with  the  use  of  the  various  turning  tools,  on  hard  and  soft  woods. 

Machine  sawing — with  large  and  small  circular  saws,  and  scroll-saws. 

Machine  planing — with  the  cylinder  and  Daniels  planer. 

Machine  boring,  the  use  of  the  shaping  and  moulding  machines  and  the  auxiliary  manip- 
ulations of  all  the  machinery  used. 

IN  THE  IRON  ROOM. 

BenchworJc. — Filing  and  chipping,  preparing  work  for  lathes,  tapping,  reaming,  scrap- 
ing, and  fitting  plane  surfaces,  finishing  with  oilstone  and  emery  cloth. 

Work  with  speed  latlie. — Drilling  and  countersinking,  filing  and  polishing,  hand-tool  - 
ing. 

Work  with  engine  lathe. — Instruction  in  the  use  and  care  of  lathe  and  turning  tools, 
squaring  up,  the  proper  and  maximum  speed  for  cutting  metals,  turning  to  exact  size, 
the  use  of  the  calipers,  a  variety  of  turning,  both  heavy  and  light,  cutting  threads,  squar- 
ing up  and  finishing  nuts,  chucking  straight  holes,  reaming,  inside  boring,  boring  with 
boring  bar,  fitting  bearings,  &c. 

Drilling — with  speed-lathe,  upright  and  traverse  drillers. 

Milling — Use  of  universal  milling  machine,  milling  nuts,  bolt  heads  and  studs,  cutting 
splines,  fluting  taps  and  reamers,  milling  to  size  and  line,  cutting  gears. 

Planing — Instruction  in  the  use  of  the  planer,  planing  surfaces  and  bevels. 

Work  with  screw  machine — Making  machine  bolts  with  revolving  head  screw  machine, 
cutting  up  stock,  making  screws  and  studs  and  tapping  nuts. 

Tool  making  — The  correct  forms  of  turning- tools  and  the  principles  of  grinding  them, 
making  taps,  dies,  reamers,  twist  drills,  countersinks,  counterbores,  mills,  milling  ma- 
chine cutters,  mandrels,  boring  bars,  chuck  drills,  centres. 

Management  of  steam — Care  of  the  boilers  and  engine,  including  the  work  of  firing,  the 
care  and  the  control  of  the  steam  pressure,  the  water  supply;  also  the  care  and  manipu- 
lation of  the  steam  pump  and  injectors.  This  practice  in  the  steam  department  is  under 
the  constant  oversight  of  the  engineer. 

Designing  and  constructing. — At  some  point  in  senior  year,  after  the  students  have  each 
accomplished  the  practice  just  specified,  they  will  receive  instruction  in  designing  ma- 
chinery and  undertake  the  building  of  one  or  more  complete  machines  from  their  own 
drawings.  These  drawings,  though  made  from  definite  specifications,  are  intended  to 
afford  ample  field  and  scope  for  the  personal  responsibility  and  originality  of  each  stu- 
dent in  making  correct  design  and  arrangement  of  the^parts  of  the  machine  in  hand. 
While  this  work  is  not  copying,  it  must  not  depart  essentially  from  the  best  practice 
among  manufacturing  rnechani«s.  The  present  senior  class  are  constructing  a  Corliss 
engine. 


260  INDUSTRIAL   EDUCATION   IN   THE    UNITED   STATES. 

CIVIL    ENGINEERING. 

The  civil  engineers  join  the  mechanical  engineers  in  the  study  of  theoretical  mechanics. 

In  applied  mechanics  they  solve  problems  relating  to  the  stresses  and  strains  in  gird- 
ers, roofs,  and  trusses,  the  suspension  bridge,  the  stability  of  the  arch,  the  strength  of 
boilers,  pipes,  and  thick  hollow  cylinders,  deflection  and  designing  of  beams,  the  stabil- 
ity of  dams,  reservoir  walls  and  retaining  walls,  the  pressure  of  earth  and  stability  of  earth 
foundations,  the  energy  of  liquids  in  motion,  the  construction  of  water- wheels,  and  other 
problems  relating  to  engineering  structures. 


A  full  equipment  of  transits,  levels,  chains,  &c.  ?  is  provided  for  the  instruction  of  the 
students  in  practice  in  the  different  branches  of  civil  engineering. 

The  junior  class  study  Gillespie,  solve  problems  in  the  field,  in  mensuration,  triangu- 
lation,  leveling  and  general  topography.  All  field  notes  are  carefully  plotted  and  re- 
ported. 

The  middle  class,  after  studying  Henck's  Field  Book  and  Davis's  Earth  Work,  proceed 
with  a  practical  application  of  the  information  thus  obtained  to  locating  highways  and 
laying  out  lines  of  railroads,  setting  slope  stakes,  and  making  calculations  for  excava- 
tions and  embankments. 

The  senior  class  study  Mahan's  Stereotomy  with  practical  problems,  Gilmore's  Limes, 
Hydraulic  Cements  and  Mortars,  and  Gilmore's  Road*,  Streets,  and  Pavements. 

CHEMISTRY. 

The  general  course  in  chemistry  is  calculated  to  give  every  student  a  clear  understand- 
ing of  the  general  principles  of  the  science,  and  is  taught  to  all  students  by  means  of 
laboratory  manipulation  and  class-room  drill. 

This  course  begins  with  twenty  lectures,  followed  by  ten  two-hour  lessons  in  labora- 
tory manipulation  in  the  first  half  of  junior  year.  During  the  second  half  the  class  have 
sixty  recitations  in  Barker's  Chemistry. 

In  the  first  half  of  middle  year,  forty  two-hour  lessons  are  given  in  wet  analysis. 

In  the  first  half  of  the  senior  year  twenty  lessons  in  organic  chemistry  are  given ;  in  the 
last  half,  a  course  is  given  in  the  use  of  the  blowpipe  and  determinative  mineralogy, 
followed  by  lectures  on  metallurgy. 


Practice  in  the  chemical  laboratory,  for  those  who  intend  to  be  practical  chemists,  in- 
cludes, in  addition  to  the  general  course,  the  following  subjects : 

Junior  class. — Blowpipe  analysis,  beginning  with  dictation  lessons  in  the  use  of  the 
blowpipe  with  its  auxiliaries,  and  concluding  with  the  determination  of  fifty  minerals 
according  to  Dana's  classification. 

Qualitative  analysis,  dictation  lessons,  and  examination  of  fifty  mixtures. 

Middle  class. — Use  of  the  balance,  and  gravimetric  problems  with  use  of  Fresenius' 
quantitative  analysis. 

Volumetric  analysis  with  use  of  Sutton's  text-book. 

Senior  class. — Blowpipe  assaying  of  gold,  silver,  mercury,  lead  and  copper;  furnace  as- 
saying of  gold,  silver,  lead  and  iron.  Analysis  of  iron,  steel  and  slags,  milk,  beer,  water 
and  fertilizers. 

PHYSICS. 

All  students  receive  instruction  in  the  subject  of  general  physics,  which  is  amply  illus-, 
trated.  Students  who  are  qualified  by  previous  mechanical  training,  or  by  special  apt- 
ness or  taste  for  physical  research,  may  practice  in  the  physical  laboratory. 

The  entire  course  in  this  department  offers  to  the  student  facilities  for  the  acquisition 
of  an  exact  knowledge  of  the  elementary  principles  of  physics. 


Students  in  this  department,  in  addition  to  the  general  course,  spend  their  practice 
hours  in  the  physical  laboratory. 

The  laboratory  possesses  a  collection  of  apparatus  specially  constructed  for  the  practi- 
cal solution  of  physical  problems,  among  which  are  the  Fairbanks  testing  machine,  dy- 
namometers, apparatus  for  determining  the  tension  of  steam,  latent  and  total  heat  of 
vaporization,  a  model  boiler  and  fittings  for  determining  the  efficiency  and  economy  in 
use  of  boilers,  &c. 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  261 

The  students  perform  experiments  involving  measurements  in  each  branch  of  the  sci- 
ence treated  in  the  lectures  of  the  general  course.  The  strength  of  materials,  the  fall  of 
bodies,  the  pressure  and  flow  of  liquids  and  gases,  the  vibration  of  sounding  bodies,  focal 
distances  of  lenses,  indices  of  refraction,  latent  and  specific  heat,  tension  of  vapors,  re- 
sistance of  telegraphic  wires  and  cables,  electro-motive  force  of  batteries,  and  strength  of 
currents  are  among  the  problems  assigned  for  laboratory  practice. 

Experimental  investigations  are  carried  on  by  the  students  under  the  direction  of  their 
instructor,  and  experience  has  shown  that  as  a  means  of  discipline  special  researches  of 
this  kind  are  more  valuable  than  systematic  work  following  a  text-book. 

DBA  WING. 

All  students  are  taught  freehand  drawing.  By  carefully  studied  exercises  in  out- 
line drawing,  shading  and  coloring,  from  copies,  models  and  casts,  and  by  blackboard 
work,  discipline  of  the  sense  of  form  and  proportion  is  secured,  and  an  ability  to  deline- 
ate objects  is  acquired  which  is  of  great  value  in  all  departments  of  applied  science. 

In  the  mechanical  drawing-room  instruction  is  given  in  the  use  of  instruments,  shad- 
ing and  coloring,  plane  and  isometric  projections,  and  the  theory  of  shades,  shadows  and 
perspective.  All  drawing  is  done  under  the  eye  of  the  instructor. 


Students  who  evince  marked  power  in  drawing  are  admitted  to  practice  in  this  de- 
partment. 

A  course  of  lessons  is  devised  for  each  student  in  practice,  preparatory  to  designing  for 
textile  fabrics,  lithography,  &c.  Students  enjoy  access  to  collections  of  illustrations  and 
examples.  Students  who  practice  in  drawing  join  the  civil  engineers  in  the  study  of 
stereotomy. 

The  course  in  drawing  is  the  best  preparation  for  the  business  of  a  designer,  whether 
for  prints,  fresco,  and  ornamental  painting,  or  any  other  similar  art. 

Every  student  in  the  department  of  mechanics,  in  addition  to  the  work  just  specified, 
is  required  to  make  at  least  one  complete  set  of  working  drawings  in  the  shop  under  the 
direction  of  the  superintendent,  for  use  in  the  shop. 


STEVENS  INSTITUTE  OF  TECHNOLOGY. 

The  Stevens  Institute  of  Technology,  Hoboken,  N.  J.,  is  a  school  of  mechanical  en- 
gineering. It  owes  its  foundation  to  the  bequest  by  the  late  Edwki  A.  Stevens  of  a 
valuable  lot  of  ground  in  Hoboken  and  several  hundred  thousand  dollars  (about 
$650,000)  for  the  establishment  of  "an  institution  of  learning  for  the  benefit,  tuition, 
and  advancement  in  learning  of  the  youth  residing  from  time  to  time,  in  future,  within 
the  State  of  New  Jersey."  The  executors  of  the  will  determined  what  should  be  the 
nature  of  the  instruction  given.  The  endowment  of  the  institute  is  about  the  same  as  at 
the  time  of  its  opening  in  1871.  Its  grounds,  buildings  and  apparatus  are  valued  at 
$400,000;  its  productive  funds  amount  to  $410,000;  the  income  from  them  for  the  year 
1880  was  $30,000,  and  the  income  from  tuition  fees  was  $13,840. 

The  faculty  consists  of  a  president,  and  professors  of  physics,  mechanical  engineering, 
mathematics  and  mechanics,  mechanical  drawing,  chemistry,  languages,  belles-lettres, 
and  experimental  mechanics  and  shop  work.  Its  members  have  supplemented  the  work 
of  teaching  by  making  original  investigations  and  contributing  largely  to  scientific  and 
technical  literature.  The  students  in  attendance  in  1880  numbered  144,  of  whom  20 
were  seniors,  25  juniors,  46  sophomores,  and  53  freshmen. 

The  expenses  of  the  student  for  tuition  are  $150  per  annum  if  he  reside  at  the  time 
in  New  Jersey;  $225  if  he  come  from  any  place  outside  the  State,  New  York  City,  for 
example.  In  the  chemical  laboratory  he  must  pay  for  injuries  to  apparatus,  and  in 
the  department  of  shop  work  for  the  material  used,  the  cost  of  which  is  estimated  at 
$65  for  the  entire  course.  The  tuition  of  a  limited  number  of  students  is  covered  by 
scholarships,  as  follows:  One  scholarship  each  year  is  given  to  the  graduate  of  the  high 
school  connected  with  the  institute  who  passes  the  best  examination  at  the  end  of  the 
spring  term.  Three  scholarships  each  year  are  given  to  recommended  graduates  from 
the  public  schools  of  Hoboken. 

Previously  to  1881,  83  young  men  had  graduated.  Nearly  all  of  them  took  the  degree 
of  mechanical  engineer,  and  immediately  engaged  in  professional  work  in  desirable  places. 
The  president  of  the  trustees  of  the  institute  recently  said:  ll  Our  graduates  have  borne 
splendid  testimony  to  the  men  who  have  trained  their  minds  and  their  hands  to  work. 


262  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

Wherever  they  have  gone  they  have  made  their  mark.  There  is  an  air  of  serious  earnest- 
ness about  them  in  their  course  of  study  that  shows  even  to  the  casual  observer  that  they 
are  here  fcr  work;  and  when  they  go  out  from  us  they  show  that  they  have  been  trained 
to  work  with  head  and  hands. ' ' 

COURSE  OF  STUDY. 

The  full  course  of  study  covers  four  years,  each  year  being  divided  into  a  preliminary 
term  of  one  month  (during  which  the  sophomore,  junior,  and  senior  classes  devote  eight 
hours  a  day  to  experimental  mechanics  and  shop  work)  and  three  regular  terms  of  com- 
bined lecture,  recitation,  and  shop  work.  The  following  plan  of  instruction  is  given  in 
the  catalogue: 

The  plan  of  instruction  which  has  now  been  successfully  pursued  for  ten  years  is  such 
as  will  best  fit  young  men  of  ability  for  positions  of  usefulness  in  the  department  of 
mechanical  engineering  and  in  those  scientific  pursuits  from  which  this  and  all  the  sis- 
ter arts  are  daily  deriving  such  incalculable  benefits.  With  this  view  there  is  aiforded: 

(1.)  A  thorough  training  in  the  elementary  and  advanced  branches  of  mathematics 
and  their  application  to  mechanical  constructions. 

(2.)  The  subject  of  mechanical  engineering,  including  theory  and  practice  in  the 
construction  of  machines,  forms  a  distinct  department,  under  the  charge  of  professors 
experienced  in  the  practical  relations  of  this  subject,  who  devote  their  entire  attention 
to  this  branch. 

A  mechanical  laboratory  has  been  instituted  as  an  adjunct  to  this  department3  in  which 
students  are  permitted  to  study  the  materials  of  construction  during  the  process  of  test- 
ing, which  is  at  nearly  all  times  in  progress,  and  frequently  to  take  part  in  such  work. 
They  are  given  opportunities  to  take  part  in  tests  of  steam  engines,  boilers,  and  other 
operations  carried  on  in  this  laboratory,  and  engage  in  the  construction  of  machinery 
and  other  work  done  in  the  workshop.  Much  of  this  work  is  made  from  designs  pro- 
duced by  students,  and  some  machines  here  used  are  the  work  of  students  entirely. 

(3.)  The  subject  of  mechanical  drawing  (which  may  well  be  called  the  language  of  en- 
gineering) forms  a  separate  department,  to  which  much  time  and  attention  is  devoted. 

The  course  comprises  the  use  of  instruments  and  colors,  descriptive  geometry,  shades, 
shadows,  and  perspective,  and  the  analysis  of  mechanical  movements,  the  principles  in- 
volved being  at  once  and  continuously  applied  in  the  construction  of  working  drawings 
from  measurements  of  machines  already  built,  as  well  as  in  making  original  designs. 

(4. )  Arrangements  of  an  unusually  perfect  character  have  been  made,  to  give  a  thor- 
ough, practical  course  of  instruction  in  physics,  by  means  of  physical  laboratories,  in 
which  the  student  is  guided  by  the  professor  of  physics,  in  experimental  researches  bear- 
ing upon  the  subjects  of  his  special  study. 

Thus  the  student  will  experimentally  study  those  methods  of  making  measures  of  pre- 
cision which  are  "used  in  all  determinations  in  physics;  he  will  measure  for  himself  the 
tension  o.f  steam  at  various  temperatures,  and  construct  the  curve  showing  their  rela- 
tions; he  will  determine  the  electrical  resistance  of  several  conductors  and  insulators,  and 
so  on  through  the  subjects  of  physics. 

By  such  means  as  these  not  only  will  facts  and  laws  be  impressed  in  a  manner  which 
no  other  process  can  approach,  but  a  training  will  be  given  in  methods  of  investigation 
which  will  be  invaluable  for  the  mastery  of  the  always  new  and  varied  problems  of  actual 
work. 

(5.)  The  subject  of  chemistry  is  taught  chiefly  by  experimental  work  in  the  labora- 
tory, with  accompanying  lectures  and  class  room  instruction.  It  is  believed  that  in  this 
manner  only  can  students  be  made  thoroughly  conversant  with  the  subject. 

(6. )  The  French  and  German  languages  form  an  essential  part  of  the  course  of  instruc- 
tion, since  they  are  indispensable  to  the  engineer  and  man  of  science  as  the  vehicles  of  a 
vast  amount  of  information,  and  also  as  affording  that  kind  of  mental  culture  which  mathe- 
matical and  physical  science,  if  followed  exclusively,  would  fail  to  supply. 

(7. )  A  department  of  belles-lettres  furnishes  the  means  of  cultivating  literary  taste 
and  a  facility  in  the  graceful  use  of  language,  both  in  speaking  and  writing,  which  are  as 
desirable  in  the  engineer  and  man  of  science  as  in  the  classical  student. 

INDUSTRIAL  DEPARTMENTS. 

The  departments  of  physics,  mechanical  drawing,  and  mechanical  engineering  have  a 
direct  bearing  upon  the  industrial  work  of  the  institute,  and  therefore  are  worthy  of 
special  description. 

The  department  of  physics  is  organized  for  purposes  of  instruction  and  original  re- 
search. The  instruction  of  the  first  year  is  upon  the  inductive  method  of  research,  the 
general  properties  of  matter,  inductive  mechanics,  pneumatics,  the  laws  of  vibratory  mo- 
tion, acoustics,  and  light.  The  second  year  is  devoted  to  the  study  of  heat,  light,  mag- 


PHYSICAL  LABORATORY. 


|.S.  Ex.  25 face  p.  203.] 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  263 

not  ism,  and  electricity.  During  the  third  year  the  professor  of  physics  lectures  upon 
the  modes  of  making  exact  measures,  shows  the  application  of  these  measures  in  the 
various  departments  of  science,  and  explains  the  construction,  the  methods  of  adjust- 
ment, and  the  manner  of  using  instruments  of  precision.  The  fourth  year  is  spent  in 
the  physical  laboratories  upon  experimental  investigations,  schedules  of  which  are  pre- 
pared by  the  professor. 

^The  physical  laboratory  is  provided  with  a  complete  outfit  of  all  instruments  of  re- 
search and  exact  measurement,  including  numerous  forms  of  dividing  engines,  cathetom- 
eters  and  comparators,  spectroscopes,  microscopes,  electrometers,  galvanometers,  elec- 
tric resistance  coils,  &c.  Among  recent  additions  is  the  original  circular  dividing  engine 
of  James  Ramsden. 

The  department  of  mechanical  drawing  was  so  organized  as  to  make  the  course  of  in- 
struction thorough,  practical,  directly  useful,  and  comprehensive.  The  foundation  of  fut- 
ure acquirement  is  secured  by  practice  in  the  simple  drawing  of  lines.  Elementary 
studies  of  projection  are  afterward  taken,  the  method  adopted  being  that  of  beginning 
by  making  the  drawings  of  a  solid  object  bounded  by  plane  surfaces  in  varied  positions 
and  proceeding  to  more  complex  forms.  The  next  step  is  the  drawing  of  parts  of  ma- 
chines from  actual  measurements  and  the  study  of  descriptive  geometry.  Shades,  shad- 
ows, and  perspective  are  not  of  primary  importance  to  the  mechanical  engineer,  and  there- 
fore are  not  long  studied.  More  attention  is  paid  to  practical  exercises  in  the  plotting  of 
mechanical  movements,  the  drawing  of  the  various  forms  of  gearing,  and  the  construc- 
tion of  curves  representing  varied  motion  and  the  like.  The  course  also  includes  some 
actual  planning.  A  subject  is  assigned  or  selected.  The  student  proceeds  to  actual  work 
upon  it,  makes  a  skeleton  diagram  of  the  movement,  sketches  in  the  proposed  arrange- 
ment of  parts,  calculates  their  strength  and  proportion,  modifies  the  original  plan  accord- 
ingly, draws  each  part  in  detail  and  finally  makes  a  general  plan  of  the  completed  de- 
sign. 

The  department  of  mechanical  engineering  provides  thorough  instruction  in  those  sub- 
jects which  belong  exclusively  or  preeminently  to  that  field  of  study,  and  supplies  such 
practice  as  gives  a  knowledge  of  appliances,  processes,  and  methods  necessary  to  the  con- 
struction of  such  mechanical  designs  as  the  student  may  be  taught  to  originate.  The 
workshop  course  consists  of  (1)  carpenter  work  and  wood  turning,  mill  wrighting  and 
steam  fitting,  which  are  pursued  by  the  freshman  class;  and  (2)  machinist  work,  black- 
smithing,  moulding  and  founding,  and  pattern  making,  which  are  pursued  by  the  sopho- 
more and  junior  classes.  In  the  carpenter  shop  the  student  is  first  taught  the  prepara- 
tion of  tools  for  work  and  after  ward  given  some  twenty  exercises  in  planing,  sawing,  fram- 
ing, &c.  The  instruction  in  wood  turning  is  upon  the  care  and  management  of  the  lathe, 
the  production  of  prescribed  forms  and  figures,  and  the  behavior  of  different  woods  while 
being  operated  upon.  The  practice  in  millwrighting  and  steam  fitting  is  likewise  thorough 
and  complete. 

The  machinist  work  includes  eleven  exercises  in  vise  work;  ten  in  planing,  besides  six 
preliminary  exercises  ,in  the  management  of  the  machine;  familiarization  with  the  move- 
ments and  management  of  milling  machines,  ten  exercises  in  their  regular  use,  and  eight 
in  gear-cutting;  sixteen  exercises  in  drill  press  work;  miscellaneous  drilling  by  hand ;  and 
some  forty  exercises  with  the  metal  lathe.  The  course  is  finished  by  the  student  being 
sent  to  examine  the  kind,  size  and  use  of  tools  and  machines  employed  in  various  manu- 
factories and  mills,  and  the  methods  adopted  in  the  production  of  heavy  machinery.  The 
courses  in  blacksmithing,  moulding,  and  founding,  and  pattern  making  are  arranged  with 
similar  care.  The  institute  has  been  provided  for  a  considerable  time  with  a  machine 
and  carpenter  shop,  an  iron  and  brass  foundry,  and  a  blacksmith  shop.  It  has  increased 
their  equipment  from  time  to  time. 

In  1881  a  new  machine  shop  was  fitted  up  and  presented  to  the  institute  by  President 
Morton.  A  description  of  this  is  given  as  follows: 

"The  building  occupied  by  this  shop  is  50  feet  by  80  feet  on  the  floor,  with  a  high 
open  roof,  and  galleries  running  around  all  four  sides. 

fc '  A  Buckeye  engine,  placed  near  the  center,  drives  two  lines  of  shafting  which  run 
along  the  fronts  of  the  galleries,  and  from  these  belts  pass  off  to  the  countershafts  of  the 
various  machine  tools. 

"  A  spiral  stairway  gives  access  to  one  of  the  galleries  near  its  center,  where  is  placed 
the  tool  room,  in  which  are  systematically  arranged  all  the  small  tools,  such  as  drills, 
cutters,  taps  and  dies,  mandrils,  gauges,  &c.,  which  are  used  with  the  machine  tools. 

The  machine  tools  on  the  main  floor  consist  of  fourteen  lathes  of  different  sizes  from 
one  of  22  inches  swing  and  12  feet  bed  downward,  all  by  different  makers,  and  thus  pre- 
senting a  wide  range  of  variation  in  style  and  structure;  two  planers,  with  beds  20  inches 
by  5  feet;  two  drill  presses;  and  one  universal  milling  machine.  There  are,  besides, 
grindstones  and  emery  wheels,  driven  by  power,  and  a  large  number  of  vises,  work 
benches,  sets  of  wood  working  tools,  and  all  other  accessories," 


264  INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 

A  mechanical  laboratory  was  established  in  1875,  in  which  have  been  tested  st  iam 
boilers  and  engines,  the  value  of  lubricants,  the  strength  of  building  materials,  the  phys- 
ical and  mechanical  properties  of  iron  and  .steel,  and  many  other  structures  and  sub- 
stances. The  other  laboratories  are  also  thoroughly  furnished,  and  collections  illustra- 
tive of  the  sciences  are  not  wanting. 


WASHINGTON  UNIVERSITY. 

[Statement  from  latest  reports  and  catalogues.] 

Washington  University,  Saint  Louis,  Mo.,  was  founded  in  1853.  It  is  intended  to  em- 
brace the  whole  range  of  university  studies,  except  theology,  and  to  afford  opportunity 
of  complete  preparation  for  every  sphere  of  practical  and  scientific  life.  Seven  depart- 
ments have  been  established,  viz:  Smith  Academy,  in  which  primary,  secondary,  and 
preparatory  instruction  is  given;  Mary  Institute,  a  female  seminary  located  apart  from 
the  central  university;  the  college  proper;  a  school  of  fine  arts;  a  law  school;  a  manual 
training  school ;  and  the  O' Fallen  Polytechnic  Institute.  In  thL  polytechnic  school  there 
are  courses  in  civil  engineering,  mechanical  engineering,  chemistry,  mining  and  metal- 
lurgy, and  building  and  architecture.  They  extend  through  four  years,  and  are  intended 
to  prepare  for  professional  work  in  the  departments  of  engineering,  chemistry,  and  archi- 
tecture. The  studies  are  the  same  for  all  the  courses  during  the  freshman  and  sopho- 
more years.  They  include  higher  mathematics,  surveying,  drawing,  descriptive  geome- 
try, pnysics,  chemistry,  history,  modern  languages,  English  studies,  and  shop  work. 
The  courses  are  so  arranged  for  junior  and  senior  years  as  to  include  only  studies  directly 
contributing  to  training  in  the  professions  to  which  they  are  preliminary.  The  course 
in  chemistry  has  only  geology,  mineralogy,  and  political  economy,  in  addition  to  dis- 
tinctly chemical  work.  The  course  in  mining  and  metallurgy  consists  principally  of 
technical  studies,  such  as  the  occurrence  of  minerals,  the  opening  and  ventilation  of  mines, 
accidents,  the  transportation  and  preparation  of  ores,  furnaces,  fuels,  metallic  composi- 
tions, and  processes  employed  in  manufacturing. 

The  courses  in  civil  engineering,  mechanical  engineering,  and  building  and  architect- 
ure include  many  subjects  common  to  all.  These  are,  in  junior  year,  differential  cal- 
culus, descriptive  geometry,  drawing,  chemistry,  English  composition,  and  shop  work; 
in  senior  year,  mechanics,  drawing,  political  economy,  and  shop  work.  The  civil  en- 
gineering course  is  accompanied  by  laboratory  and  field  practice,  and  includes  practical 
astronomy.  The  course  in  mechanical  engineering  gives  special  prominence  to  shop 
work;  that  in  building  and  architecture,  to  designing,  modeling,  architectural  drawing, 
and  engineering. 

DEPARTMENT  OF  ENGINEERING — APPLIANCES  AND  METHODS  OF  STUDY. 

The  institute  has  a  choice  and  extensive  collection  of  photographs,  models,  and  other 
appliances  illustrating  the  principles  of  civil  and  mechanical  engineering.  Its  laboratory 
of  mechanical  engineering  is  large,  and  equipped  for  testing  boilers,  engines,  and  ma- 
chinery in  general.  The  shops  of  the  manual  training  school  are  open  to  the  students, 
and  the  use  of  tools  for  working  word  and  iron  is  systematically  taught. 

The  instruction  in  all  branches  of  study  is  given  from  text  books  when  practicable, 
and  supplemented  by  lectures  and  practical  work. 

Every  effort  is  made  to  give  the  best  engineering  practice,  both  European  and  Ameri- 
can, and  to  keep  pace  with  the  great  advances  made  on  all  sides  in  every  department  of 
physical  science.  Special  prominence  is  given  to  the  use  of  graphical  methods  which 
are  most  advantageously  employed  in  supplementing  the  processes  of  computation.  Ad- 
vantage is  taken  of  the  opportunities  afforded  by  the  city  and  the  vicinity  for  the  study 
of  manufactories,  machinery,  and  engineering  works. 

\ 

DEPARTMENT  OF  MINING  AND  METALLURGY. 

This  branch  of  the  institute  was  organized  in  1871 .  The  instruction  is  given  by  means 
of  lectures  and  recitations  on  various  subjects  pertaining  to  the  course:  practical  work 
in  the  physical,  chemical,  and  metallurgical  laboratories;  field  work  in  geology;  projects, 
estimates,  and  plans  for  the  establishment  of  mines  and  metallurgical  works;  and  the  ex- 
amination of  mines  and  manufacturing  establishments.  The  collections  of  the  depart- 
ment are  increasing  rapidly,  and  now  include  a  series  of  models  of  crystals  and  specimens 
illustrating  the  various  minerals  and  rocks  and  their  associations,  ores,  coals,  petroleums, 


INDUSTRIAL    EDUCATION   IN   THE   UNITED    STATES.  265 

fire  clays,  and  building  materials;  botanical  and  zoological  forms;  characteristic  fossils 
of  the  different  zoological  ages;  metallurgical  products,  &c.  Special  facilities  are  offered 
for  critical  studies  in  microscopic  lithology. 

The  following  is  a  statement  of  the  number  of  specimens  in  collections  in  September, 
1882: 

Crystal  models 250 

Minerals .-     15,000 

Rocks - 5,000 

M  icroscopic  preparations  ( rocks  and  minerals) 1,  000 

Fossils 40,000 

Casts  of  large  animals 250 

Corals  and  shells  (modern) 2,500 

Zoological 300 

Botanical 1,000 

Archaeological 1,500 

Metallurgical _. 3,000 

Total 69,800 

The  assay  laboratories  are  completely  furnished  with  crucible,  scorification,  and  cupel- 
ling furnaces,  and  everything  necessary  for  practical  work  in  the  assay  of  the  principal 
ores.  From  a  large  stock  of  these  obtained  from  various  parts  of  the  country  the  students 
are  required  to  make  a  large  number  of  assays. 

In  the  numerous  finely  equipped  chemical  laboratories  a  practical  course  is  pursued 
in  connection  with  lectures  on  qualitative  and  quantitative  analysis.  The  students  are 
required  to  make  tests  and  full  analyses  of  coals,  limestones,  ores,  clays,  technical  prod- 
ucts, &c.  An  assistant  is  in  constant  attendance  in  the  assay  and  metallurgical  labo- 
ratories, to  aid  in  the  practical  work  assigned. 

During  the  summer  vacation  the  students  are  required  to  visit  some  mining  or  metal- 
lurgical district,  and  at  the  opening  of  the  following  term  they  hand  in  a  journal  of 
travels,  with  a  report  of  the  operations  conducted  in  the  region  visited,  illustrated  with 
drawings.  Before  receiving  their  degree  (engineer  of  mines)  they  execute  plans  for  the 
establishment  and  working  of  mines  or  smelting-works  under  given  conditions,  with 
drawings,  estimates,  and  written  memoirs. 

PHYSICAL  LABORATORY. 

The  physical  laboratory  is  provided  with  large  tables  fitted  up  for  the  purpose  of  en- 
abling the  students  to  perform  certain  assigned  experiments  in  mechanics,  pneumatics, 
heat,  optics,  acoustics  and  electricity.  These  experiments  are  increasingly  elaborate  as 
the  student  advances,  and  their  purpose  is  to  give  an  insight  into  the  methods  and  means 
used  in  physical  investigation. 

DRAWING  DEPARTMENT. 

With  the  beginning  of  the  freshman  year  freehand  drawing  from  the  " round"  or 
solid  is  practiced,  first  in  outline,  then  in  shading  with  charcoal.  In  the  first  stages  of 
freehand  shading  there  is  but  little  attempt  made  at  finishing  work;  the  student  is  urged 
to  gain  the  power  of  expressing  rapidly  a  clear  idea  of  the  object  before  him  by  means  of. 
his  drawing  rather  than  to  attempt  an  artistic  production. 

Instruction  in  the  conventional  use  of  color  and  the  use  of  the  brush  in  shading  as  ap- 
plied to  mechanical  and  architectural  drawing  is  taken  up  at  this  stage  of  the  work. 

Regular  students  of  the  sophomore  class  use  as  models  during  the  time  allotted  to 
freehand  work  parts  of  machinery,  casts  of  ornaments,  &c.  During  the  first  term  they 
spend  some  time  in  sketching  from  nature.  The  time  devoted  to  mechanical  drawing  is 
spent  in  line  and  brush  shading,  lettering,  &c. 

During  the  second  term  the  time  is  devoted  to  machinery,  architectural,  and  map 
drawing.  Recently  a  course  in  sepia  painting  has  been  partly  introduced  in  the  work  of 
this  class. 

The  junior  class  in  civil  engineering  work  from  models,  arches,  &c.,  finishing  with 
pen  and  ink,  India  ink  with  brush,  and  also  practice  sepia  and  water  color  painting. 

The  senior  class  in  civil  engineering  devote  the  time  allotted  to  drawing  in  finishing 
drawings  from  actual  measurement  and  the  designing  of  structures.  The  drawings  are 
executed  with  pen  and  ink,  brush-shading  in  sepia  or  India  ink  and  water  color. 

The  course  pursued  by  the  classes  in  mining  engineering  differs  only  in  the  objects 
used  as  models.  The  juniors  execute  drawings  of  profiles,  crystals,  plans,  and  sections 
of  mines  and  mining  machinery,  furnaces,  apparatus,  and  machinery  of  smelting  workB. 
Seniors  execute  similar  work  from  actual  measurement  and  constructions. 


266  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

MANUAL  TRAINING. 

In  the  enumeration  of  studies  the  word  u  shop  work"  is  used  to  cover  the  systematic 
Course  of  instruction  and  practice  in  the  use  of  the  more  common  hand  and  machine 
tools.  As  at  present  arranged  "  shop  work  "  is  required  of  all  engineering  students,  and 
is  available  to  all  others.  Generally  four  hours  per  week  are  given  to  the  shop,  the  prac- 
tice lasting  a  year  in  each  one  of  the  four  shops :  carpenter  shop,  turning  shop,  black- 
smith shop,  and  machine  shop.  It  is  believed  that  the  value  of  the  training  which  stu- 
dents can  obtain  in  from  four  to  twelve  hours  a  week  of  shop  work  is  abundantly  suffi- 
cient to  justify  the  expense  of  materials,  tools,  and  expert  teachers,  whatever  may  be  their 
plans  for  the  future.  No  branch  of  study  has  been  omitted  from  the  theoretical  work  on 
account  of  the  shop  practice.  The  standard  of  scholarship  has  not  been  lowered.  The 
knowledge  of  practical  matters  and  the  ability  to  use  tools  do  not  displace  but  supple- 
ment abstract  and  theoretical  work. 


MANUAL  TRAINING  SCHOOL  OF  WASHINGTON  UNIVERSITY,  ST.  Louis,  Mo. 

The  manual  training  school  of  Washington  University  was  established  as  a  separate 
and  independent  department  of  the  university  in  June,  1879,  and  opened  in  September, 
1880.  It  owes  its  existence  to  the  conviction  on  the  part  of  its  founders  that  the  interests 
of  Saint  Louis  demand  for  young  men  a  system  of  education  which  shall  fit  them  for  the 
actual  duties  of  life  in  a  more  direct  and  positive  manner  than  is  done  in  the  ordinary 
American  school.  Its  plan  is  outlined  in  Article  II  of  the  ordinance  establishing  it,  which 
is  as  follows: 

OBJECT. 

"Its  object  shall  be  instruction  in  mathematics,  drawing,  and  the  English  branches  of 
a  high  school  course,  and  instruction  and  practice  in  the  use  of  tools.  The  tool  instruc- 
tion, as  at  present  contemplated,  shall  include  carpentry,  wood-turning,  pattern-making, 
iron  chipping  and  filing,  forge  work,  brazing  and  soldering,  the  use  of  machine  shop 
tools,  and  such  other  instruction  of  a  similar  character  as  it  may  be  deemed  advisable  to 
add  to  the  foregoing  from  time  to  time.  The  students  will  divide  their  working  hours  as 
nearly  as  possible  equally  between  mental  and  manual  exercises.  They  shall  be  admitted 
on  examination  at  not  less  than  fourteen  years  of  age,  and  the  course  shall  continue  three 
years." 

STUDIES. 

Applicants  for  admission  must  pass  a  good  examination  in  the  leading  rules  of  arith- 
metic, common  school  geography,  spelling,  and  penmanship,  and  the  writing  of  good 
English. 

The  arrangement  of  studies  and  shop  work  by  years  is  substantially  as  follows: 

First  year:  Arithmetic  completed,  algebra  to  equations,  the  structure  and  use  of  the 
English  language  (or  Latin),  history  of  the  United  States,  physical  geography,  mechanical 
and  freehand  drawing,  penmanship,  carpentry  and  joinery,  wood  carving,  wood  turning, 
and  pattern  making. 

Second  year:  Algebra  through  quadratrics,  plane  geometry,  natural  philosophy,  English 
history  (or  Latin  continued),  English  composition  and  literature,  principles  of  mechan- 
ics, penmanship,  drawing  (line-shading  and  tinting  machines,  freehand  detail  drawing), 
blacksinithing,  and  use  of  machine  tools. 

Third  year:  Solid  geometry,  plane  trigonometry  and  mensuration,  English  composition 
and  literature,  history  or  French,  ethics  and  political  economy,  book-keeping,  machine 
and  architectural  drawing,  study  of  the  steam  engine,  benchwork  and  fitting,  work  in 
the  machine  shop,  and  the  execution  of  a  project  preliminary  to  graduation. 

The  course  in  drawing  has  three  general  divisions:  First,  freehand  drawing,  designed 
to  educate  the  sense  of  form  and  proportion,  to  teach  the  eye  to  observe  accurately  and  to 
train  the  hand  to  delineate  rapidly  the  forms  either  of  existing  objects  or  of  ideals  in  the 
mind;  second,  mechanical  drawing,  including  the  use  of  instruments,  geometric  construc- 
tions, the  arrangement  of  projections,  elevations,  planes  and  sections,  and  the  various 
methods  of  producing  shades  and  shadows  with  pen  or  brush;  third,  technical  drawing, 
illustrating  conventional  colors  and  signs,  systems  of  architectural  or  shop  drawings,  and 
at  the  same  time  familiarizing  the  pupil  with  the  proportions  and  details  of  various 
classes  of  machines  and  structures. 

SHOPS. 

The  school  has  2  carpenter,  2  turning,  1  blacksmith,  and  1  machine  shop,  each  having 
accommodation  for  20  pupils.  Four  classes  of  that  size  can  be  taught  daily  in  each. 
Every  pupil  in  the  woodworking  shops  has  a  set  of  edge  tools  for  his  exclusive  use. 
Other  tools,  such  as  squares,  hammers,  wrenches,  &c.,  are  provided  for  the  use  of  each 
class  in  succession. 


INDUSTKIAL   EDUCATION   IN   THE    UNITED    STATES.  267 

Each  carpenter  shop  contains  20  benches,  vises,  and  sets  of  tools  for  use  in  common,  a 
power  grindstone,  the  instructor's  desk  and  bench,  settees  for  the  class,  and  the  requisite 
quota  of  clamps,  glue-pots,  &c.  A  double  circular-saw  machine  is  provided  for  getting 
out  stock  ("blanks"  for  class  use)  and  jobbing. 

Each  turning  shop  contains  20  speed  lathes,  12-inch  swing  and  5-foot  bed,  with  com- 
plete equipment  of  face  plates,  chucks,  &c.,  for  60  pupils;  and  each  shop  contains  sev- 
eral 8-foot  benches  for  pattern  work,  a  power  grindstone,  and  a  moulder's  bench  and  tools 
for  illustrating  practically  the  use  and  handling  of  patterns  for  foundery  work. 

The  blacksmith  shop  has  its  full  equipment  of  20  forges,  anvils,  tubs,  and  sets  of  ordi- 
nary hand  tools.  Ten  sets  of  heavy  tools  suffice  for  20  pupils,  as  they  may  work  in  pairs 
as  ' '  smith  and  helper. ' '  The  blast  is  supplied  by  a  fan  blower,  and  a  powerful  exhaust 
fan  keeps  the  shop  reasonably  free  from  smoke  and  gas.  In  connection  with  one  of  the 
larger  forges  is  a  hand-bellows,  which  can  be  used  when  the  engine  is  not  running.  As 
every  shop  exercise  lasts  two  hours,  the  shop  readily  accommodates  eighty  pupils  a  day. 

The  machine  shop  possesses  an  equipment  of  7  engine  lathes  of  14-inch  swing  and  5-foot 
bed;  4  speed  lathes ;  a  post  drill;  a  planer,  21-inch  by  5  feet;  a  25-inch  goose  neck  drill; 
a  shaper  of  15  inches  stroke;  and  a  large  power  grindstone.  Ten  vises  and  benches,  with  40 
drawers,  afford  opportunity  for  benchwork.  It  is  furnished  for  a  class  of  20  students  at 
once.  The  Corliss  engine  occupies  a  part  of  this  shop.  It  has  a  14-inch  cylinder  and  24- 
inch  stroke,  and  runs  at  the  rate  of  65  revolutions  per  minute.  The  engine  was  built 
specially  for  the  school  by  Messrs.  Smith,  Beggs  &  Rankin,  of  Saint  Louis.  This  equip- 
ment of  steam  power  furnishes  to  pupils  of  the  third-year  class  the  means  of  becoming 
familiar  with  such  machinery  on  a  scale  unsurpassed. 

DETAILS  OF  SHOP  INSTRUCTION. 

The  shop  instruction  is  given  similarly  to  laboratory  lectures.  The  instructor  at  the 
bench,  machine,  forge,  or  anvil,  executes  in  the  presence  of  the  whole  class  the  day's  les- 
son, giving  all  needed  instruction  and  illustrations.  The  pupils  make  notes  and  sketches 
as  necessary,  and  questions  are  asked  and  answered  that  all  obscurities  may  be  removed. 
The  class  then  proceeds  to  the  execution  of  the  task,  leaving  the  instructor  to  give  ad- 
ditional help  to  such  as  need  it.  At  a  specified  time  that  lesson  ceases,  and  the  work  is 
brought  in,  commented  on,  and  marked.  It  is  not  required  that  all  the  work  assigned 
should  be  finished;  the  essential  thing  is  that  it  should  be  well  begun  and  carried  on 
with  reasonable  speed  and  accuracy. 

The  shop-training  is  gained  by  regular  and  carefully-graded  lessons,  designed  to  cover 
as  much  ground  as  possible,  and  to  teach  thoroughly  the  uses  of  ordinary  tools.  This 
does  not  imply  the  attainment  of  sufficient  skill  to  produce  either  the  fine  work  or  the 
rapidity  of  a  skilled  mechanic ;  this  is  left  to  after  years.  But  a  knowledge  of  how  a  tool 
or  machine  should  be  used  is  easily  and  thoroughly  taught.  The  mechanical  products 
or  results  of  such  lessons  have  little  or  no  value  when  completed,  and  they  are  generally 
used  as  new  material  for  more  exercises. 

In  the  first  place,  the  main  object  of  one  or  more  exercises  is  to  gain  control  and  mas- 
tery of  the  tool  in  hand,  and  not  the  production  of  a  particular  model.  The  use  of  the 
tool  may  be  well  taught  by  a  large  variety  of  exercises,  just  as  a  knowledge  of  bank  dis- 
count may  be  gained  from  the  use  of  several  different  examples.  No  special  merit  can 
be  claimed  for  a  particular  example;  neither  can  a  particular  model  or  series  of  models 
have  any  great  value.  No  good  teacher  is  likely  to  use  precisely  the  same  set  twice. 

Again,  the  method  of  doing  a  piece  of  work,  and  not  the  finished  piece,  may  be  the  ob- 
ject of  a  lesson.  The  exercises  by  which  certain  methods  of  using  tools  are  to  be  taught 
often  depend  upon  varying  circumstances,  such  as  the  quality  of  the  material,  the  age  of 
pupils,  and  their  knowledge  of  working  drawings. 

HOW  THE  USE  OF  TOOLS  IS  TAUGHT. 

The  tools  are  not  given  out  all  at  once;  they  are  issued  as  they  are  needed,  and  to-  all 
members  of  a  class  alike. 

I.—  CARPENTRY. 

In  carpentry  work  the  tools  used  are  the  cross-cut,  tenon,  and  rip  saws;  steel  square, 
try  square,  bevel  and  gauge,  hammer,  mallet,  rule  and  dividers,  oil  stones,  and  slips; 
and  among  edge  tools  the  jack  and  smoothing  planes,  chisels,  knife  and  gouges.  Braces 
and  bits,  jointer  planes,  compass  saws,  hatchets,  and  other  tools  are  kept  in  the  shop  tool 
closet  to  be  used  as  needed. 

The  saw  and  the  plane,  with  the  square  and  gauge,  are  the  foundation  tools,  and  to 
drill  the  pupils  in  their  use  numerous  lessons  are  given,  varied  only  enough  to  avoid 
monotony.  The  pupil  baing  able  to  plane  a  piece  fairly  well  and  to  keep  to  the  line  in 
sawing,  the  next  step  is  to  teach  him  to  add  the  use  of  the  chisel  in  producing  simple  joints 


268  INDUSTRIAL   EDUCATION   IN    THE   UNITED    STATES. 

of  various  kinds.     The  particular  shapes  are  given  with  the  intent  to  familiarize  the  pupil 
with  the  customary  styles  and  methods  of  construction. 

The  different  sizes  of  the  same  tool,  chisels  for  instance,  require  different  care  and 
methods  of  handling,  and  the  means  of  overcoming  irregularities  and  defects  in  material 
form  another  chapter  in  the  instruction  to  be  given.  With  the  introduction  of  each  tool 
the  pupils  are  taught  how  to  keep  the  same  in  order.  They  are  taught  that  sharp  tools 
are  absolutely  necessary  to  good  work.  To  make  them  realize  this  is  a  difficult  task. 

II. — TURNING. 

Five  or  six  tools  only  are  used,  and  from  previous  experience  the  pupils  know  how  to 
keep  them  in  order.  At  first  a  large  gouge  only  is  issued,  and  the  pupils  are  taught  and 
drilled  in  its  use  in  roughing  out  and  producing  right  line  figures;  then  convex  and  con- 
cave surfaces;  then  in  work  comprising  all  these — all  in  wood  turning  with  the  grain.  A 
wide  chisel  follows,  and  its  use  in  conjunction  with  the  gouge  is  taught.  Alter  this  a 
smaller  gouge,  chisel,  and  parting  tool,  and  a  round  point  are  given,  and  a  variety  of 
shapes  are  executed.  Next  comes  turning  across  the  grain;  then  bored  and  hollow  work. 
Next,  chucking  and  the  various  ways  of  manipulating  wood  on  face-plates,  chucks,  man- 
drels, &c.  Finally,  turning  of  fancy  woods,  polishing,  jointing,  and  pattern  work. 

III. — FORGING. 

"Work  in  the  blacksmith  shop  is  in  one  essential  feature  different  from  any  other  kind. 
Wood  or  cold  iron  will  wait  any  desired  length  of  timo  while  the  pupil  considers  how  he 
shall  work,  but  here  comes  in  temperature  subject  to  continual  change.  The  injunction 
is  imperative  to  "  strike  while  the  iron  is  hot, "  and  hence  quick  work  is  demanded — 
a  hard  thing  for  new  hands.  To  obviate  this  difficulty  bars  of  lead  are  used,  with  which 
the  lesson  is  first  executed,  while  all  the  particulars  of  holding  and  striking  arc  studied. 
The  lead  acts  under  the  hammer  very  nearly  like  hot  iron,  and  permits  of  every  oper- 
ation of  the  blacksmith's  shop,  except  welding. 

The  various  operations  of  drawing,  bending,  upsetting,  punching,  welding,  tempering, 
&c.,  are  learned  in  connection  with  the  fabrication  of  hooks,  stirrups,  chains,  swivels, 
tongs,  and  other  tools. 

One  of  the  most  difficult  lessons  in  the  art  of  the  smith  is  that  of  managing  the  fire. 
The  various  kinds  of  heat  are  explained  and  illustrated,  and  habits  of  economy  of  both 
iron  and  fuel  are  inculcated. 

IV. — IRON  CUTTING. 

The  course  in  the  machine  shop  begins  with  the  chisel  and  the  file.  The  series  of  les- 
sons in  vise  work  covers  chipping  and  filing.  The  size,  shape,  quality,  and  use  of  cold 
chisels  are  studied  as  well  as  their  construction  at  the  forge.  Large  models  of  drawings 
are  used  to  show  the  nature  of  files,  and  the  various  kinds  of  files  are  used  upon  exer- 
cises designed  to  call  out  their  special  points. 

Then  comes  the  cutting  tools  of  lathes,  drills,  and  planers,  and  the  multiform  uses  of 
the  various  machine  tools.  The  exercises  are  numerous  and  greatly  varied.  They  all 
involve  only  light  work,  no  attempt  being  made  to  teach  the  manipulation  of  heavy 
pieces.  A  boy  accustomed  to  plan  and  reason  soon  learns  such  things.  It  can  not  be  claimed 
that  the  student  workmen  become  skilled  mechanics  in  any  of  the  shops,  though  it  is  in- 
sisted that  every  step  shall  be  clearly  understood  and  fairly  executed.  The  rapid  prog- 
ress of  boys  to  whom  all  subjects  are  presented  in  logical  order,  with  clear  and  full  ex- 
planations, and  who  work  under  the  continual  guidance  of  an  expert  teacher,  and  only 
two  hours  at  a  time,  during  which  their  interest  is  fully  sustained — the  progress  of  boys 
under  such  conditions  is  most  surprising  to  those  who  compare  the  work  produced  here 
with  the  performances  of  ordinary  apprentices  of  the  same  number  of  hours. 

STUDY  AND  MANAGEMENT  OF  STEAM. 

The  steam-generating  apparatus  of  the  university  consists  of  a  battery  of  three  large  steel 
boilers,  set  and  furnished  in  the  most  approved  manner.  These  boilers  furnish  heat  for 
the  entire  group  of  university  buildings,  as  well  as  steam  for  the  engine  in  the  shop.  The 
engine  is  of  the  best  pattern  and  superior  workmanship,  and  is  capable  of  about  sixty 
horse-power.  During  their  third  year  the  pupils  make  a  careful  study  of  the  engine  and 
furnaces,  and  are  practiced  in  the  management  and  care  of  them  both. 

/ 

PKOJECT  FOR  GRADUATION. 

Before  receiving  a  diploma  of  the  school,  each  student  must  execute  either  alone  or 
jointly  with  others,  a  project  satisfactory  to  the  faculty  of  the  school.  The  project  con- 


PLAN  OF  FIRST  STOIIY. 

A.  Anvils. 

B.  Machinists'  benches. 

C.  Closets  for  shop  clothes. 

D.  Drill. 

F.  Forges. 

G.  Grindstone. 
L.  Engine  lathes. 
P.  Planers. 

S.  0.  Superintendent's  office. 


[S.  Ex.  25 face  p.  268. 


PLAN  OF  SECOND  STORY. 

B.  Carpenters'  benches. 

C.  Tool  closets. 
G.  Grindstones. 
L.  Speed  lathes. 

I.  B.  Instructor's  bench. 
8.  S.  Settees. 


o 

SCHOOL      ROOM 


RECITATION  ROOM 


B  B  B 

'. 

!«-  Ex.  25 face  p.  268.  J 


RECITATION      ROOM 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  2G9 

sists  of  the  actual  construction  of  a  machine.  The  finished  machine  must  be  accompanied 
by  a  full  set  of  the  working  drawings  according  to  which  the  machine  is  made.  If  it  is 
not  feasible  to  construct  the  patterns  for  castings  of  such  machines,  proper  directions  for 
their  construction  must  accompany  the  drawings. 

ENLARGED  SCHOOL  BUILDING. 

A  perspective  view  of  the  school  building  and  the  arrangement  of  the  three  floors  are 
shown  in  the  accompanying  cuts.  It  will  be  noticed  that  the  original  building,  which 
has  been  used  for  the  first  two  years  of  the  school,  is  to  be  henceforth  wholly  devoted 
to  the  interests  of  shop  work,  while  all  needed  study,  recitation,  and  drawing  rooms 
are  supplied  in  the  recent  addition.  The  enlarged  building  has  a  frontage  on  Washing- 
ton avenue  of  106  feet  4£  inches,  and  on  Eighteenth  street  of  100  feet. 

THE  RESULTS  OF  EXPERIENCE. 

The  catalogue  of  Washington  University  for  1881-'82,  issued  in  December,  1881,  also 
contains  the  following  statement: 

The  managers  of  the  school  are  abundantly  confirmed  in  their  views  as  set  forth  in  the 
prospectus  two  years  ago  by  the  experience  of  the  school  during  its  first  year  and  a  half. 

From  the  first  the  school  has  been  well  patronized,  and  vacant  seats  have  been  few;  at 
times  every  seat  has  been  filled.  The  school  was  opened  with  sixty  seats,  all  for  a  single 
class. 

The  entire  number  of  students  enrolled  during  the  first  year  was  60.  The  number  of 
seats  was  increased  to  100  during  the  last  summer.  The  number  of  students  enrolled 
thus  far  this  year  is  102,  of  whom  42  were  members  of  the  sehool  last  year. 

The  zeal  and  enthusiasm  of  the  students  have  been  developed  to  a  most  gratifying  ex- 
tent, extending  into  all  the  departments  of  work.  The  variety  afforded  by  the  daily 
programme  has  had  the  moral  and  intellectual  effect  expected,  and  an  unusual  degree  of 
sober  earnestness  has  been  shown.  Success  in  drawing  or  shop  work  has  often  had  the 
effect  of  arousing  the  ambition  in  mathematics  and  history,  and  vice  versa. 

Progress  in  the  two  subjects,  drawing  and  shop  work  (and  we  had  little  previous 
knowledge  of  what  could  be  done  with  boys  as  young  as  those  of  the  first  year  class)  has 
been  quite  remarkable.  To  be  sure  there  was  no  doubt  of  the  final  result,  but  the  prog- 
ress has  been  more  rapid  than  it  seemed  reasonable  to  expect.  The  second  year 
class  contains  already  several  excellent  draughtsmen,  and  not  a  few  pattern  makers  of 
accuracy  and  skill.  The  habit  of  working  from  drawings  and  to  nice  measurements  has 
given  the  students  a  confidence  in  themselves  altogether  new.  This  is  shown  in  the 
readiness  with  which  they  undertake  the  execution  of  small  commissions  in  behalf  of  the 
school  or  for  the  students  of  other  departments.  In  fact,  the  increased  usefulness  of  our 
students  is  making  itself  felt  at  home,  and  in  several  instances  the  result  has  been  the 
offer  of  business  positions  too  tempting  to  be  rejected.  This  drawback,  if  it  can  be  called 
one,  the  school  must  always  suffer.  The  better  educated  and  trained  our  students  be- 
come, the  stronger  will  be  the  temptations  offered  to  them  outside,  and  the  more  difficult 
it  will  be  for  us  to  hold  them  through  the  course.  Parents  and  guardians  should  avoid 
the  bad  policy  of  injuring  the  prospects  of  a  promising  son  or  ward  by  grasping  a  small 
present  pecuniary  advantage  at  the  cost  of  far  greater  rewards  in  the  future.  From  the 
testimony  of  parents  (and  by  a  circular  all  were  invited  to  give  frank  expression  to  their 
views),  the  physical,  intellectual,  and  moral  effect  of  the  school  is  exceedingly  satisfac- 
tory. The  unanimous  response  is,  an  unusual  interest  and  pleasure  in  school,  and  very 
generally  an  increased  fondness  for  such  books  and  periodicals  as  the  Scientific  Ameri- 
can. A  few  boys  who  had  never  shown  any  interest  in  tools  have  developed  into  good 
and  enthusiastic  workmen.  As  a  rule  the  good  scholars  are  the  good  mechanics. 

SUCCESS  OF  THE  BUSS1AN  PLAN. 

In  another  important  respect  our  expectations  have  been  more  than  realized,  namely, 
in  our  ability  to  introduce  class  methods  in  giving  instruction  in  the  theory  and  use  of 
tools.  All  divisions  in  the  shops  have  thus  far  been  limited  to  20  pupils,  and  as  a  rule 
all  members  of  a  division  have  just  the  same  work. 

The  exercises  have  been  two  hours  long,  though  often  the  students  have  asked  for  longer 
work.  It  is  but  due  to  the  pupils  of  the  school  to  say  that  they  have  uniformly  seconded 
all  efforts  looking  towards  good  order  and  good  manners.  No  little  surprise  has  been 
expressed  by  visitors  at  seeing  how  quietly  and  independently  twenty  boys  can  work 
for  a  couple  of  hours  in  the  same  room.  An  examination  of  the  rules  given  below  will 
show  the  care  and  consideration  expected  of  all  during  shop  practice.  Though  all  classes 
handle  keen-e^ged  tools,  no  serious  accident  has  happened,  and  very  rarely  have  small 
iiyuries  been  received. 


270 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 


COST  OP  TOOLS. 

The  cost  of  our  equipment  of  tools,  &c.,  has  been  quite  heavy,  and  the  generosity  >f 
our  friends  has  been  put  to  the  test.  Over  $30,000  have  been  paid  for  tools  and  furni- 
ture. It  is  exceedingly  gratifying  to  the  management  of  the  school  to  be  able  to  report 
that  no  call  for  money  for  needful  apparatus  has  failed  of  a  favorable  response. 

REGULATIONS  FOR  PRACTICE  HOURS  IN  THE  WORKSHOPS  OP  THE  MANUAL  TRAINING  SCHOOL. 

.      "1.  When  dismissed  for  shop  work,  students  will  go  directly  to  the  shop  assigned. 

"2.  During  practice  hours  students  must  give  their  undivided  attention  to  the  work 
assigned,  not  leaving  it  to  clean  up  till  the  ringing  of  the  first  bell. 

"  3.  All  singing,  whistling,  and  lounging  on  the  benches  is  strictly  forbidden;  students 
should  talk  only  when  it  is  necessary,  and  then  in  a  low  tone. 

"4.  During  the  regular  hours  private  work  can  not  be  permitted.  At  other  times, 
such  work,  if  of  a  suitable  character,  may  be  allowed,  at  the  option  of  the  instructor. 

' ;  5.  Students  should  clean,  and  return  to  its  place  any  tool  taken  from  the  tool  cases 
as  soon  as  they  are  through  using  it. 

"6.  Promptly  upon  the  ringing  of  the  first  bell  work  should  cease;  the  tools  should 
be  put  in  their  proper  places,  and  the  bench  or  machine  cleaned,  before  leaving  the  room 
to  wash  up.  Unfinished  work  should  be  put  in  the  drawers,  or  in  such  places  as  the  in- 
structor may  direct.  The  tool  drawers  should  always  be  left  clean  and  in  order. 

"7.  Students  will  be  admitted  only  to  such  shops  as  their  work  calls  them,  and  at  the 
hours  assigned,  except  by  permission  of  the  instructor. 

11 8.  The  circular  saws  are  not  to  be  used  except  when  specially  directed  by  the  in- 
structor. 

' '  9.  Students  are  expressly  forbidden  to  stand  around  the  saw  table  while  the  saws 
are  in  use. 

"10.  When  directed  to  use  a  saw,  do  not  raise  it  higher  than  is  necessary  to  cut 
through  the  stock. 

"  11.  Avoid  passing  the  hands  beyond  the  saw;  use  a  stick  to  push  small  pieces  be- 
tween the  saw  and  the  guide.  Too  much  care  cannot  be  exercised  in  all  things  pertain- 
ing to  the  use  of  machines. 

"12.  When  a  student  has  finished  the  work  assigned  him,  and  he  sees  that  the  instruc- 
tor is  not  engaged,  he  may  go  to  him  for  further  instructions;  otherwise  he  will  remain 
quielly  at  his  place. 

"13.  Students  must  promptly  report  to  the  superintendent  any  loss  or  breakage  of 
either  tools  or  furniture.  Losses  and  injuries  which  are  the  result  of  gross  carelessness 
or  disobedience  of  orders  should  be  paid  for  by  the  students  responsible  for  them." 

STATEMENT  OP  CONDITION  SEPTEMBER  27,    1882. 

The  entire  building  is  completely  equipped.  It  is  proposed  to  admit  100  new  pupils 
annually.  This  number  will  diminish  to  about  80  the  second  year  and  60  the  third 
year.  Hence  the  maximum  number  of  pupils  is  240.  Ninety  new  pupils  have  been  ad- 
mitted the  present  year.  The  entire  number  now  in  school  is  130. 

There  are  nine  divisions  in  the  shops.  There  are  9£  teachers  on  an  average  in  the 
school,  not  including  the  director,  who  hears  no  regular  class. 

The  daily  programme  of  the  school  is  as  follows: 

Daily  programme. 


Class. 

Divis- 
ion. 

9  a.  m.  to  11  a.  m. 

11  a.  m.  to  1  p.  m. 

1  p.    m.   to 
1.20  p.  m. 

1.20  p.  m.  to  3.20  p. 
ni. 

Third  year. 

A 
B 

Physics,  geometry- 
Machine  shop  

Machine  shop  
Mechanics,  geome- 

French, drawing. 
History,  drawing. 

try. 

Second  year. 

A 

Algebra,  physics  

Blacksmith  shop  

Drawing,   English 
history. 

B 

Blacksmith  shop.... 

Algebra,  physics  

English       history, 

drawing. 

C 

Algebra,     English 

Blacksmith  shop  

Drawing,  physics. 

history. 

cr 

First  year. 

X 

Carpenter  shop  

Drawing,  physical 
geography. 

1 

Arithmetic,     Eng- 
lish grammar. 

B 

Drawing,  Latin  

Carpenter  shop  

K 

Arithmetic,  physi- 

cal geography. 

Q 

Arithmetic,    draw- 

Carpenter shop  

Physical      geogra- 

ing. 

phy,  Latin. 

N 

English  grammar, 

Arithmetic,    draw- 

Carpenter shop. 

physical  geogra- 

ing. 

K 

phy. 
Carpenter  shop  

Arithmetic,     Eng- 
lish grammar. 

Drawing,  physical 
geography. 

PLAN  OF  THIRD  STORY. 
B.  B.  Carpenters'  Benches  and  Speed  Lathes. 
8.  Carpenter  and  Turning  Shop. 


[S.  Ex.  25 face  p.  270.J 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  271 

NOTES. — All  drawing  exercises  are  one  full  hour  long. 

Recitations  of  third  year  class  are  60  minutes;  all  other  recitations  are  40  minutes. 

Third  year  class,  A  division,  have  United  States  Constitution  twice  in  place  of  physics 
and  once  in  place  of  geometry  per  week. 

Whole  third  year  class  have  English  literature  once  a  week  in  place  of  French  or  his- 
tory. 

Second  year  class  have  studies  in  literature  once  a  week  in  place  of  history,  and  compo- 
sition and  spelling  in  the  place  of  physics. 

First  year  class  omit  arithmetic,  physical  geography  and  English  grammar,  once  a 
week,  to  give  place  for  spelling,  penmanship,  and  composition. 


APPENDIX   D. 

SPECIAL  EFFORTS  FOR  THE  EDUCATION  OF  CARRIAGE  MAKERS. 

NOONDAY   CLASS   OP  CARRIAGE  BUILDERS'  APPRENTICES  AT  THE   FACTORY   OF 
BREWSTER  &  Co.  (OF  BROOME  STREET),  NEW  YORK. 

[Description  by  J.  L.  H.  Hosier,  esq.] 

In  the  latter  part  of  January  last,  while  debating  with  myself  what  to  do  to  insure 
success,  the  happy  thought  of  noon  hour  studies  came  to  my  relief.  I  would  make  ed- 
ucation compulsory.  I  began  with  calling  them  together  for  reading  only;  at  a  later 
period  I  furnished  them  with  paper  and  caused  them  to  write  a  full  "foolscap"  page 
at  home  every  week,  and  to  present  the  same  to  me  on  Mondays  or  Tuesdays.  I  gave 
each  boy  a  small  pass  book  and  instructed  them  how  to  keep  account  of  the  wages  earned 
by  them — simple  debit  and  credit.  Later  on  I  gave  them  simple  lessons  in  perspective 
drawing.  I  made  the  sketches,  and  to  advance  my  clerk  he  copied  them;  each  boy  re- 
ceives a  copy  and  six  slips  of  paper;  there  are  five  or  six  sketches.  He  must  copy  the 
sketches  on  both  sides  of  one  slip  each  week  and  present  them.  If  he  has  made  sufficient 
progress  when  the  six  slips  are  filled,  we  give  him  advanced  sketches  to  copy;  if  the  re- 
verse, he  is  kept  at  the  old  one  until  he  is  perfect.  Marks  are  scored  for  being  late  or 
absent  and  for  a  lack  of  deportment.  The  reward  is  one  term  at  the  technical  school 
of  carriage  builders,  three  nights  per  week  for  seven  months. 

This  year  I  shall  introduce  arithmetic  and  a  higher  grade  of  bookkeeping.  I  have 
also  caused  them  to  elect  a  president,  and  vice-president,  and  secretary,  and  shall  also 
give  them  a  little  parliamentary  training. 

-  In  engaging  a  boy  I  give  him  and  his  parents  a  brief  outline  of  what  I  have  here  re- 
lated, and  make  it  a  part  of  the  contract,  verbal;  a  failure  to  comply  means  dismissal. 

Thus  far  I  have  met  with  better  success  than  I  anticipated,  enough  to  encourage  me 
in  my  good  work.  Brewster  &  Co.  furnish  stationery,  &c.  As  class  books  we  have  The 
Hub,  Carriage  Monthly,  and  the  Blacksmith  and  Wheelwright,  which  are  given  the 
class,  gratis,  by  the  publishers  of  the  journals  mentioned. 

EVENING  CLASS  FOR  CARRIAGE  MECHANICS  AT  NEW  HAVEN,  CONN. 

[Description  by  George  A.  Hubbard,  instructor.] 

Several  years  ago,  upon  coming  to  this  city  from  Central  New  York,  I  found  that  the 
construction  of  carriage  bodies  was  of  a  decidedly  complicated  nature,  and  involved  some 
of  the  most  intricate  geometrical  problems  in  the  preparation  of  the  plans  and  drafts  laid 
out  for  the  workmen.  Wishing  to  fathom  what  were  then  mysteries  to  me,  I  paid  an 
experienced  workman  for  explanations.  These  were  given  in  so  crude  and  incomplete  a 
manner  that  I  resolved  to  exert  myself  and,  if  possible,  establish  a  class  or  school  where 
instructions  pertinent  to  the  wants  of  carriage  mechanics  might  be  given.  With  that 
object  in  view  I  have  studied  during  my  spare  time  to  get  the  matter  in  as  simple  and 
clear  a  form  as  possible. 

Most  of  the  pupils,  after  a  hard  day's  work,  walked  about  two  miles,  both  in  coming 
and  returning  from  the  session.  One  came  from  a  distance  of  over  three  miles,  walking 
most  of  the  time,  and  was  absent  only  four  evenings  during  the  session.  When  you  con- 
sider in  connection  with  this  exertion  the  laborious  nature  of  the  work  performed  during 
the  day  of  ten  hours'  duration,  you  will  form  some  idea  of  the  disposition  manifested  by 
the  pupils  to  acquire  knowledge.  The  ages  of  the  pupils  run  from  eighteen  to  thirty- 
three  years,  with  but  two  exceptions  over  twenty  years. 

Being  myself  a  mechanic  and  laboring  each  day,  I  found  the  exertion  for  the  session 
of  1881-'82  too  much,  and  for  the  session  of  1882-'83  I  deemed  it  prudent  to  form  but 
one  class  of  12  pupils  two  evenings  a  week,  the  pupils  being  selected  through  priority  of 
application,  there  being  in  all  between  25  and  30  applications  for  membership.  The 
session  opened  the  first  Tuesday  in  October,  and  is  now  proceeding  satisfactorily.  In 
the  construction  of  carriages  there  are  brought  into  practical  application  artistic  design- 
ing; mechanical  and  geometrical  drawing;  mechanics;  knowledge  of  wood,  iron,  steel, 
272 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  273 

cloths,  leather,  upholstering  material,  paints,  oil,  and  varnish;  chemical  action  of  atmos- 
pheric changes  upon  the  different  materials  used,  both  in  process  of  completion  and  in 
the  finished  vehicle;  draft  of  vehicles;  and,  lastly,  mechanical  skill. 

In  addition  to  the  annual  session  I  have  formed  a  permanent  session,  open  to  all  of  my 
pupils,  meeting  regularly  every  other  Wednesday  evening  through  the  year,  for  the  pur- 
pose of  considering  mechanical  topics.  As  an  aid  I  have  begun  a  cabinet  of  materials 
entering  into  the  construction  of  carriages,  both  in  the  natural — such  as  woods  and  ores 
— and  merchantable  form.  My  library  relating  to  carriages  is  now  one  of  the  best  in 
this  country. 

[Among  the  volumes  relating  to  carriages  are  :  Draftbook  of  Centennial  Carriages ; 
Book  of  Carriage  Drafts ;  World  on  Wheels,  by  Stratton  ;  Carriage  Builders'  Reference 
Book ;  History  of  Coaches,  by  Thrupp ;  The  Underwork  of  Carriages,  by  Budd ;  Car- 
riage Makers'  Manual,  by  Ware  ;  Carriage  Painters'  Manual,  by  Gardner ;  Construction 
of  private  Carriages  in  England,  by  Hooper ;  Coach  Body  Makers'  Guide,  by  Mattison ; 
The  Hub,  11  volumes  ;  Carriage  Monthly,  15  volumes ;  New  York  Coach  Maker,  9  vol- 
umes ;  Harness  and  Carriage  Journal,  2  volumes  ;  Blacksmith  and  Wheelwright,  6  vol- 
umes ;  Coach  Painter,  3  volumes ;  Le  Guide  du  Carrossier,  3  volumes ;  Saddlers,  Har- 
ness and  Carriage  Gazette,  3  volumes.  J 

REPORT  OF  THE  COMMITTEE  ox  TECHNICAL  EDUCATION. 

PHILADELPHIA,  October  18,  1882. 
To  the  members  of  the  Carriage  Builders'  National  Association. 

GENTLEMEN:  Since  making  our  last  report  to  you  in  Cincinnati,  just  a  year  ago,  the 
second  term  of  the  Technical  School  for  Carriage  Mechanics  has  closed  and  the  third  term 
fairly  opened;  and  we  now  have  the  pleasure  of  presenting  a  brief  review  of  the  progress 
of  the  school  during  the  season  of  1881-'82,  and  of  indicating  the  prosperous  beginning 
which  has  been  made  in  its  work  for  the  season  just  opened. 

The  second  term  opened  on  October  4,  1881,  when  the  class  was  removed,  together 
with  all  the  classes  of  the  Metropolitan  Museum  of  Art  Schools,  to  the  new  and  more 
convenient  location  at  Nos.  214  and  216  East  Thirty-fourth  street,  New  York,  and  con- 
tinued until  May  30,  1882,  covering  a  period  of  about  eight  months.  Three  evening  les- 
sons were  given  each  week  during  the  time  named,  excepting  the  month  of  January, 
when  there  were  two  lessons  per  week.  The  total  number  of  sessions  thus  numbered 
100,  and  it  is  worthy  of  special  note  that  the  instructor,  Mr.  John  D.  Gribbon,  was  never 
once  absent. 

The  term  opened  with  26  pupils  on  the  roll  (against  22  at  the  close  of  season  of  1880-' 81), 
which  number  increased  to  40  at  the  end  of  October,  47  at  the  end  of  March,  and  49  at 
the  end  of  the  term.  These  were  divided  among  the  different  mechanical  departments 
as  follows:  14  journeyman  body  makers,  17  apprentice  bodymakers,  2  journeyman  black- 
smiths, 2  apprentice  blacksmiths,  2  journeyman  painters,  2  apprentice  painters,  1  super- 
intendent, 1  journeyman  wheelmaker,  and  8  office  men. 

The  widening  influence  of  the  school  was  indicated  by  the  distance  from  which  many  of 
the  pupils  came  in  order  to  utilize  its  advantages,  29  of  the  pupils  being  Irom  New  York 
City,  while  the  remainder  were  divided  among  the  following  localities,  namely:  Long 
Island,  7;  Newburgh,  N.  Y.,  1;  New  Jersey,  1;  Ohio,  2;  Kentucky,  1;  Iowa,  1;  Massa- 
chusetts, 3;  Delaware  1;  Connecticut,  1;  and  Canada,  2.  Some  of  the  pupils  from  a 
distance  who  were  obliged  to  discontinue  attendance  were  supplied  by  the  instructor 
with  drawings  and  lesson  papers,  by  which  they  were  enabled  to  continue  their  studies 
at  their  homes. 

It  being  found  impossible  for  the  instructor  to  attend  to  the  demands  of  all  the  pupils, 
an  assistant  instructor,  Mr.  John  C.  Konrad,  was  selected  from  among  the  more  experi- 
enced pupils,  who  rendered  valuable  assistance  to  Mr.  Gribbon. 

The  attendance  during  the  second  term  ranged  as  follows,  namely:  During  October, 
1881,  the  average  number  present  was  24;  November,  24;  December,  21;  January,  25; 
February,  18;  March,  18;  April,  18;  and  May,  21;  or  21£  as  the  average  for  the  season. 
The  decreased  average  during  February,  March,  and  April  was  no  doubt  partly  owing 
to  the  activity  of  business  in  the  shops,  and  the  consequent  working  overtime.  Tlie  at- 
tendance on  Saturday  nights,  however,  was  unsatisfactory  throughout  the  season,  and 
materially  reduced  the  general  average;  and  we  have  taken  steps  to  remedy  this  diffi- 
culty by  altering  the  class  nights  during  the  present  season  to  Monday,  Wednesday,  and 
Friday,  by  which  means  it  is  hoped  and  expected  that  the  average  of  attendance  will  be 
materially  increased.  We  understand,  however,  that  the  above  statement  of  attendance 
compares  favorably  with  that  of  other  similar  evening  classes  in  New  York,  where  thp 
pupils  are  a&tually  engaged  during  the  day  in  mechanical  pursuits. 

Blackboards  were  provided  for  such  pupils  as  were  sufficiently  advanced  to  make  use 
of  them,  and  creditable  working  drawings  in  full  size  were  produced  by  Messrs.  Pease, 
S.  Ex.  25 18 


274  INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 

Oak,  Donovan,  Mondin,  and  Campbell.  Some  of  these  drawings  have  been  reproduced 
in  full  size  on  roll  paper,  and  are  for  your  inspection  in  another  part  of  the  building. 

The  progress  of  the  pupils  is  thus  reported  upon  by  the  instructor,  Mr.  Gribbon,  who 
says:  "  I  consider  that  the  scholars  made  creditable  progress  during  the  second  term, 
taking  into  consideration  the  fact  that  nearly  all  of  them  had  received  no  previous  in- 
struction in  drawing  of  any  kind,  or  in  geometry; "  and  he  adds:  "  I  consider  it  a  great 
loss  to  the  apprentices  that  they  have  not  been  taught  the  first  principles  of  geometry  in 
the  public  schools  before  trying  to  learn  a  trade,  for  there  is  so  little  manual  labor  nowa- 
days in  consequence  of  the  general  use  of  machinery,  that  a  boy  requires  to  be  more  in- 
telligent and  to  have  a  better  mental  training  in  order  to  make  a  place  for  himself  in  the 
trade  than  in  the  days  of  long  apprenticeship. ' ' 

After  due  consideration,  it  was  decided  to  give  certificates  to  such  pupils  as  showed 
special  aptitude  and  application  during  the  term.  The  following  form  was  adopted :  ' '  Cer- 
tificate of  progress  awarded  to ,  of ,  for  regular  attendance,  diligent  study, 

and  commendable  progress,  while  a  pupil  in  the  class  in  carriage  drafting  and  construc- 
tion connected  with  the  Metropolitan  Museum  of  Art  Schools  of  New  York,  from 

to ."  Twenty-three  certificates  of  this  character,  printed  in  attractive  form,  and 

duly  signed  by  the  committee  and  the  instructor,  and  also  stamped  with  the  seal  of  the 
association,  were  awarded  during  the  second  term.  Similar  certificates  will  also  be  given 
during  the  current  season. 

In  addition  to  the  one  hundred  regular  class  nights,  four  evenings  during  the  season 
were  devoted  to  lectures  upon  mechanical  topics,  namely:  Wednesday,  December  7, 1881, 
lecture  by  Mr.  Chauncey  Thomas,  of  Boston,  on  "Novelty  and  expression  in  design;" 
Wednesday,  January  25, 1882,  lecture  by  Mr.  J.  L.  H.  Mosier,  of  New  York,  on  "Fracture 
of  iron  and  causes  thereof;"  Wednesday,  March  8, 1882,  lecture  by  Mr.  J.  L.  H.  Mosier, 
of  New  York,  on  "Sound  and  its  relation  to  wheeled  vehicles;"  and  Wednesday,  May 
17,  1882,  lecture  by  Mr.  Howard  M.  Du  Bois,  of  Philadelphia,  on  ' '  The  whys  and  where- 
fores in  wheel  making,"  at  all  of  which  there  was  a  full  attendance  of  the  pupils.  The 
committee  owe  special  thanks  to  the  above  named  gentlemen  for  their  courtesy  in  freely 
giving  these  interesting  and  instructive  lectures. 

The  third  term  for  the  season  of  1882-'83  was  opened  on  the  evening  of  Monday,  Octo- 
ber 9,  when  twenty-six  pupils  were  enrolled,  the  same  number  as  at  the  beginning  of  the 
previous  term,  divided  among  the  different  departments  as  follows:  Body  makers,  17; 
blacksmiths,  5;  gearmaker,  1;  office  men,  2;  and  carriage  draughtsman,  1.  Various 
improvements  in  the  working  facilities  have  been  introduced  during  the  summer  vaca- 
tion, including  a  rearrangement  of  the  tables  and  gas  jets,  and  the  introduction  of  four 
new  blackboards  and  an  additional  case  in  the  museum  for  the  reception  of  models. 

The  class  is  continued  at  the  same  location  as  last  year,  and  under  the  same  arrange- 
ment with  the  committee  of  the  Metropolitan  Museum  of  Art,  to  whom  we  pay  $1,200 
annually,  and  allow  all  fees  received  from  pupils;  in  consideration  of  which  a  suitable 
class  room  is  supplied  to  the  carriage  class,  now  second  in  size  and  importance  in  the 
school,  together  with  lighting,  heating,  and  superintendence,  and  all  necessary  working 
facilities.  Mr.  John  D.  Gribbon,  by  a  unanimous  vote,  has  been  retained  as  instructor, 
and  he  will  be  assisted  as  before  by  Mr.  John  C.  Konrad.  The  term  will  be  continued 
until  May  26,  1883,  or  thirty-two  weeks,  with  three  lessons  per  week,  the  tuition  fee  to 
pupils  being  placed  at  the  nominal  rate  of  |5  for  the  season. 

It  is  proposed  to  continue  the  series  of  technical  lectures  by  experts,  though  arrange- 
ments have  not  yet  been  perfected  for  the  course;  and  we  take  this  opportunity  of  sug- 
gesting that  any  member  of  the  association  who  feels  disposed  to  address  the  class  on  any 
mechanical  subject  connected  with  the  trade,  or  who  can  assist  us  to  secure  the  services 
of  any  expert  known  to  him,  will  greatly  oblige  the  committee  by  communicating  with 
them  on  the  subject,  as  a  growing  conviction  is  felt  that  such  lectures  can  be  made  an 
important  and  valuable  feature  of  the  school  work. 

The  committee  would  also  invite  your  attention  to  the  need  of  increasing  the  working 
facilities  of  the  school  by  making  constant  additions  to  its  technical  library  and  museum. 
Accessions  of  some  importance  have  been  made  during  the  past  year  to  both  these  depart- 
ments, special  acknowledgment  being  due  to  Mr.  J.  L.  H.  Mosier  and  his  associates  con- 
nected with  the  Brewster  Carriage  Works,  Broadway  and  Forty-seventh  street,  New  York, 
for  a  gift  of  36  volumes;  and  to  Mr.  H.  M.  Du  Bois,  and  Messrs.  Hoopes,  Brother  &  Dar- 
lington, for  specimens  of  wheels  and  parts  of  same.  The  usefulness  of  the  library  would 
be  largely  increased  if  many  of  the  pamphlets,  periodicals,  and  collections  of  carriage 
drawings  should  be  bound  into  volumes,  and  it  is  hoped  that  a  sufficient  surplus  will  be 
derived  from  your  subscriptions  this  year  toward  the  school  fund  to  authorize  the  com- 
mittee not  only  to  forward  the  work  of  binding,  but  also  to  purchase  many  additional 
t£xt  books  and  works  of  reference,  the  need  of  which  is  now  keenly  felt.  To  better 
illustrate  the  requirements  of  the  school  in  this  regard,  and  to  enable  you  to  judge  of 
what  has  already  been  accomplished  in  this  direction  and  to  perceive  what  further  con- 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  275 

tributions  will  be  most  acceptable,  a  printed  catalogue  of  the  books,  pamphlets,  and  period- 
icals now  in  possession  of  the  school  will  be  distributed  among  the  members  of  the  asso- 
ciation at  this  convention;  and  gifts  of  any  additional  works  of  technical  interest  which 
the  study  of  this  catalogue  may  suggest  to  you  are  earnestly  invited. 

We  also  take  the  liberty  of  suggesting  that  any  of  the  parts  of  carriages  exhibited  by 
the  members  of  the  association  at  this  convention  which  exhibitors  may  feel  disposed  to 
present  to  the  school  will  be  thankfully  received  by  the  committee  and  duly  deposited 
in  the  museum  of  models. 

Before  closing  this  our  annual  report  we  take  pleasure  in  alluding  to  the  successful 
continuance  of  two  similar  classes  for  the  instruction  of  carriage  mechanics  now  in  suc- 
cessful operation  in  New  Haven,  Conn.,  and  New  York  City,  namely:     Mr.  George  A. 
Hubbard's  class  for  carriage  draughtsmen,  in  New  Haven,  and  Mr.  J.  Polya's  class  for 
carriagebody  makers,  at  No.  1295  Broadway,  New  York.     We  are  pleased  to  learn  that 
both  these  classes  have  met  with  marked  success  during  the  past  year,  and  that  courses 
of  study  similar  to  those  already  pursued  will  be  continued  during  the  present  season. 
Respectfully  submitted. 
Signed  by  the  committee  on  technical  education: 

JNO.  W.  BRITTON,  Chairman. 

WILDER  H.  PRAY,  Treasurer. 

WM.  D.  ROGERS. 

LOWE  EMERSON. 

CHAUNCEY  THOMAS. 

WM.  N.  FITZ  GERALD. 

GEO.  W.  W.  HOUGHTON,  Secreta.ry. 

REPORT  OF  THE  TREASURER  OF  THE  TECHNICAL  SCHOOL. 


Total  single  subscriptions „ $3,770  90 

Total  yearly  subscriptions 5,  520  00 

Paris  scholarship 500  00 


Grand  total 9,  790  90 


Amount  due  and  unpaid 405  00 


RECEIPTS. 


Single  subscriptions 3,790  90 

Yearly  subscriptions 3,  325  00 

Paris  scholarship 500  00 

Interest  on  deposits 142  31 

Rebate  on  school  payments 11  15 

Total  receipts 7,  769  36 


Total  disbursements 4,432  83 

Cash  on  hand 3,  336  53 


7,  769  -36 

Cash  on  hand 1 3, 336  53 

Subscriptions  due  and  not  paid 405  00 

Subscriptions  not  due... _ __     1,  620  00 

5,  361  53 


APPENDIX    E. 

SCIENTIFIC  INSTRUCTION  IN  WELLESLEY  COLLEGE;  THE  INDUSTRIAL 
TRAINING  OF  WOMEN  IN  LASELL  SEMINARY,  THE  IOWA  AGRICULT- 
URAL COLLEGE,  AND  THE  ILLINOIS  INDUSTRIAL  UNIVERSITY;  A  HIS- 
TORICAL SKETCH  OF  THE  NEW  YORK  SCHOOL  OF  COOKERY;  THE  WORK 
OF  MISS  MARIA  PARLOA  AS  A  TEACHER  OF  COOKERY;  "COCKING 
SCHOOLS  IN  THE  SOUTH;  AND  THE  NElf  CENTURY  EVENING  CLASSES 
FOR  WOMEN." 

COUKSE  OF  INSTRUCTION  IN  SCIENCE  IN  WELLESLEY  COLLEGE. 

The  scientific  course  is  arranged  for  students  who  desire  to  give  the  four  years  of  col- 
lege life  to  the  pursuit  of  the  natural,  physical,  and  mathematical  sciences  and  the  studies 
necessarily  connected  therewith.  The  course  as  laid  out  gives  opportunities  for  scientific 
study  which  are  substantially  the  equivalent  of  those  given  to  young  men  in  the  best 
scientific  and  technical  schools. 

In  the  department  of  chemistry  and  mineralogy  there  are  two  laboratories,  a  lecture 
room,  and  a  storeroom  for  -apparatus.  The  chemical  laboratory  is  furnished  with  appa- 
ratus, cupboards,  and  drawers  for  ninety-six  students,  working  in  divisions.  The  desks 
are  furnished  with  sinks,  gas,  and  hot  and  cold  water.  The  laboratory  is  provided  with  a 
number  of  convenient  hoods  for  manipulation  of  noxious  gases. 

After  studying  chemistry  a  year,  the  students  commence  the  course  in  mineralogy. 
This  embraces  the  various  topics  comprehended  under  morphology,  the  physical  properties 
of  minerals,  and  the  chemical  reactions  employed  as  tests.  In  the  mineralogical  laboratory 
every  convenience  for  blowpipe  analysis  is  provided.  From  20  to  30  determinations  (ac- 
cording to  Brush)  are  required.  Students  can  also  determine  as  many  other  minerals  as 
they  desire. 

Throughout  the  course  they  study  minerals,  and  become  familiar  with  their  chemical 
and  physical  properties  by  careful  observation  and  comparison,  with  the  aid  of  the  blow- 
pipe, the  microscope,  and  chemical  reagents.  They  have  access  to  the  cabinet  collections 
and  use  specimens  in  the  class  room. 

The  study  of  crystallography  is  taken  up  in  connection  with  mineralogy.  This  is 
aided  by  a  collection  of  models  of  crystal  forms  and  a  collection  of  typical  crystals. 

The  study  of  lithology  follows.  There  is  a  large  collection  of  rocks  specially  arranged 
for  this  course.  An  important  branch  of  this  study  is  carried  on  with  the  aid  of  the  com- 
pound microscope,  the  polariscope,  and  a  collection  of  microscopical  sections  of  typical 
rocks  and  their  constituent  minerals. 

The  department  of  physics  occupies  a  convenient  lecture  room,  with  lantern  and  porte- 
lumidre  constantly  in  place  for  the  illustration  of  lectures  or  the  projection  upon  the  screen 
of  minute  experiments.  Water,  wires  from  the  battery,  oxygen  and  hydrogen,  and  illu- 
minating gas  are  furnished  at  the  lecturer's  desk.  There  are  a  professors'  laboratory,  for 
the  preparation  of  experiments,  and  an  extensive  students'  laboratory,  supplied  with  in- 
struments for  quantitative  work.  One  dark  room  is  supplied  with  a  Bunsen's  photom- 
eter for  measuring  the  candle  power  of  lights,  and  with  apparatus  for  spectrum  analysis, 
&c.  Another  room  is  fitted  up  for  an  electrical  laboratory,  and  supplied  with  a  Wheat- 
stone's  bridge  and  resistance  coils,  Thomson's  mirror  galvanometer  and  lamp  stand,  and 
other  apparatus  necessary  for  electrical  measurements.  There  is  also  a  battery  room  and 
a  room  for  photography. 

Physical  astronomy  is  an  elective  study  of  the  senior  year.  The  basis  of  instruction  is 
given  by  lectures,  illustrated  by  globes,  charts,  and  lantern  slides.  The  lectures  are  sup- 
plemented by  the  constant  use  of  the  works  in  the  astronomical  library  and  by  observa- 
tions with  the  telescope.  Every  student  is  required  to  observe  the  moon  at  several 
phases,  and  to  identify  certain  prominent  craters  and  seas;  also,  to  observe  the  sun  and 
planets  and  certain  nebulse  and  clusters.  Especial  attention  is  given  to  spectroscopic 
astronomy  and  the  constitution  of  the  sun. 

In  botany  instruction  is  given  by  recitations,  lectures,  and  by  practical  work  in  the 
laboratory.  Compound  microscopes  are  furnished  by  the  college  for  the  use  of  all  the 
27t> 


INDUSTRIAL   EDUCATION   IN    THE    UNITED    STATES.  277 

classes.  The  students  have  access  at  all  times  to  the  herbarium  and  the  botanical  library. 
Plants  from  the  greenhouse  are  supplied  during  the  winter. 

In  biology  the  full  course  extends  through  two  years,  and  consists  almost  entirely  of 
laboratory  work.  Every  student  is  provided  with  a  microscope  and  two  or  three  object- 
ives The  laboratory  possesses  lenses  of  the  highest  power,  and  each  student  is  furnished 
with  a  complete  set  of  dissecting  instruments,  and  a  case  of  twenty  reagents  and  coloring 
fluids  for  testing  the  nature  and  properties  of  the  objects  studied.  After  a  lecture  upon 
the  subject  of  the  day,  the  students  repair  to  their  respective  tables,  each  of  which  is 
provided  with  the  organism  or  tissue  to  be  studied.  Drawings  are  made  of  their  dissec- 
tions and  preparations,  and  these  are  accompanied  by  written  descriptions,  together  with 
notes  of  physiological  action,  &c. 

There  are  in  constant  use  in  the  different  scientific  departments  65  microscopes  of 
various  patterns,  according  to  the  work  to  be  done;  also  a  microscope  especially  adapted 
to  the  study  of  rock  sections,  and  a  polari-microscope.  There  is  a  large  battery  of  object- 
ives, ranging  in  power  from  1.25  inches  down,  and  a  variety  of  accessory  apparatus. 

There  are,  in  addition  to  the  general  library  of  20,000  volumes,  five  special  libraries. 
viz,  the  botanical,  that  of  biology  and  zoology,  the  chemical,  that  of  the  physical  depart- 
ment, and  the  Gertrude  library  for  biblical  study.  A  large  reading  room  is  also  supplied 
with  newspapers,  periodicals,  and  more  than  a  hundred  literary  reviews  and  magazines, 
and  the  best  scientific  journals  of  every  kind  published  in  the  United  States,  England, 
Germany,  and  France. 


INDUSTRIAL  TRAINING  IN  LASELL  SEMINARY,  AUBURNDALE  (NEAR  BOSTON),  MASS. 

Thorough  instruction  in  cooking  has  been  given  in  this  school  for  six  years  by  Miss 
Parloa  and  Mrs.  Daniels,  of  Boston,  and  for  five  years  lessons  have  been  given  in  dress 
cutting  and  fitting,  after  Taylor's  system,  and  in  millinery  by  experienced  city  workers. 
The  primary  object  has  been  to  qualify  the  pupils  to  supervise  every  department  of  home 
interests;  to  present  them  in  an  attractive  aspect;  to  elevate  them  to  their  true  place,  as 
likely  to  be  in  any  well  ordered  home  most  important  prerequisites  in  the  fulfilment 
of  duty.  At  the  same  time  the  instruction  is  so  thorough  technically  as  to  be  available 
if  necessary  for  any  service.  Classes  are  formed  in  each  branch  of  work,  in  which  the  pupils 
are  demonstrators,  the  teacher  supervising  if  more  special  instruction  is  desired.  Both 
these  and  the  general  lectures  are  entirely  apart  from  the  domestic  department  of  the 
school,  as  in  the  chemical  lectures  or  other  laboratory  work,  which  they  follow  in  gen- 
eral style  of  presentatio:-. 

Miss  Parloa's  lessons  given  on  Saturday  afternoons,  were  free,  and  attended  by  the 
whole  school.  A  programme  for  the  entire  course  of  lessons  is  issued  at  the  beginning 
of  the  year,  each  lesson  containing  a  variety  of  substantial  and  dessert  dishes.  Miss  Par- 
loa prepares  these  at  a  table  on  a  low  platform,  and  cooks,  as  may  be  necessary,  at  a  stove 
on  the  same  platform,  in  near  view  of  her  audience,  explaining  as  she  works.  The  vari- 
ous dishes  disappear  in  an  assembly  of  school  girls  ready  with  spoon  and  napkin,  as  well 
as  with  note  book;  and  the  whole  bears  the  appearance  of  a  recreation  rather  than  a  task. 
The  interest  has  been  surprising,  even  to  those  who  had  the  most  sanguine  faith  in  ulti- 
mate success.  The  circular  issued  for  this  year  contains  extracts  from  notices  by  the 
press  in  every  part  of  the  country,  representing  every  variety  of  interest,  and  expressions 
from  the  homes  to  which  the  pupils  belong  of  great  gratification  with  the  interest  awak- 
ened and  the  success  in  repeating  the  processes  learned  at  school. 

The  dressmaking  work  is  done  by  the  pupils  themselves,  in  classes  of  six,  in  one  of 
the  usual  recitation  rooms.  At  the  junior  socials  fair  hostesses  have  received  their  in- 
vited guests  in  dresses  fitted  and  made  in  connection  with  this  class,  entertained  later  in 
the  chapel  with  the  usual  literary  exercises,  and  led  the  way  to  a  tastefully  arranged 
table,  where  they  served  sandwiches,  a  variety  of  delicious  cake,  coffee,  and  ice  creams, 
entirely  the  work  of  their  own  hands. 

As  we  learn,  recently  a  whole  side  of  beef  was  cut  up,  as  furnished  for  the  best  pri- 
vate tables,  and  a  thorough  lesson  given  in  the  uses  and  prices  of  the  various  pieces.  It 
is  a  part  of  the  plan  to  impart  practical  knowledge  of  materials  in  market  and  shop,  to 
encourage  the  development  of  judgment  and  skill  for  all  the  needs  of  household  life. 

A  little  time  steadily  given  through  a  year  to  the  cultivation  of  practical  intelligence 
in  these  matters  is  found  to  detract  in  no  way  from  the  usual  school  requirements,  while 
it  builds  a  broad,  easy  way  over  the  gulf  which  lies  for  many  a  girl  between  her  school 
and  her  married  life. 

"My  daughter  has  improved  in  so  many  ways,"  is  a  frequent  comment  of  mothers. 
' '  She  has  brought  home  an  interest  never  apparent  before  in  all  our  home  work. ' '  This 
is  what  was  most  desired  to  bring  the  girl's  mind  into  relation  with  life  as  it  is  likely 
to  be  for  her,  to  bring  her  highest  scholarly  acquirements  to  enrich  her  home  life. 


278  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

The  principal  is  more  than  satisfied  of  its  practicability,  and  so  much  considers  the 
experiment  an  established  and  gratifying  success  that  a  practice  kitchen  and  dining  room, 
with  all  appliances  of  the  best  cooking  schools,  were  provided  in  the  new  wing  added  last 
year. 

In  all  the  departments  of  home  instruction  there  is  eager  interest  on  the  part  of  pupils 
and  assurance  of  the  best  success. 


DEPARTMENT  OF  DOMESTIC  ECONOMY  IN  THE  IOWA  AGRICULTURAL  COLLEGE,  AMES. 

[By  Mrs.  Mary  B.  Welch,  lecturer  on  domestic  economy.] 

The  first  instruction  in  this  department  was  given  in  1872  by  a  course  of  lectures  to 
the  junior  girls  on  matters  connected  with  housekeeping.  In  1877  the  trustees  added  n 
course  in  cooking,  and  provided  and  furnished  a  kitchen  for  the  use  of  the  class.  For 
the  last  four  years,  therefore,  lessons  in  cooking  have  been  given  to  the  junior  class,  in 
connection  with  lectures  on  such  subjects  as  house  furnishing,  care  of  the  sick,  care  of 
children,  management  of  help,  dress,  &c.  Physiology  and  domestic  chemistry  are  care- 
fully taught  as  a  part  of  the  course  in  domestic  economy. 

In  1879  the  course  was  further  extended  by  the  addition  of  sewing  and  laundry  work. 
These  have  been  taught  with  fair  success  for  two  years.  Many  of  our  students,  however, 
have  been  able  to  pass  them  by  examination,  and  it  was  found  difficult  to  arouse  the  same 
degree  of  interest  in  either  as  in  cooking.  There  has  been  a  steadily  increasing  demand 
for  instruction  in  the  latter,  and  the  course  has  been  reorganized  for  this  year  so  as  to  give 
the  cooking  lessons  to  a  larger  number  of  students.  These  lessons  were  formerly  confined 
to  the  juniors,  on  account  partly  of  want  of  room  in  the  small  kitchen  provided  by  the 
board,  and  partly  on  account  of  lack  of  drill  in  chemistry  in  the  preceding  years.  At 
the  last  session  of  the  legislature  larger  rooms  were  assigned  to  the  department,  and  the 
present  plan  arranges  for  progressive  lessons  to  the  freshman,  sophomore,  and  junior 
classes. 

The  young  women  of  the  freshman  class  prepare,  under  my  instruction,  the  noonday 
meal  for  one  table  in  the  main  dining  hall,  where  two  hundred  students  are  boarded. 
The  housekeeper  furnishes  the  bill  of  fare  for  the  day,  and  sends  to  the  practice  kitchen 
sufficient  material  for  a  dinner  for  ten  persons,  which  is  cooked  and  served  by  the  teacher 
and  her  class.  Not  more  than  five  work  at  once,  and  thus  each  receives  careful  super- 
vision and  can  get  actual  practice  at  every  lesson.  In  this  wTay  the  class  is  taught  plain 
cooking — how  to  prepare  meats,  vegetables,  and  simple  desserts.  The  dinner  cooked  at 
the  last  lesson  is  a  fair  sample  of  the  daily  work.  It  consisted  of  roast  beef,  mashed  po- 
tatoes, stewed  tomatoes,  and  apple  dumplings.  While  the  work  was  going  on  the  teacher 
explained  not  only  the  culinary  processes,  but  told  the  class  also  something  about  the 
value  of  beef  as  a  food,  the  best  cuts,  how  to  tell  good  beef  from  poor,  the  marks  of  dis- 
ease, something  also  about  the  history  and  food  value  of  the  potato  and  apple,  the  tests 
for  good  flour,  and  the  composition  and  action  of  baking  powder. 

In  order  to  get  time  for  this  minute  instruction  to  so  large  a  number,  the  laundry  work 
and  sewing  were  necessarily  abolished  and  the  sophomores  are  given  the  lectures,  which 
have  been  extended  to  embrace  not  only  those  matters  which  relate  strictly  to  house- 
keeping, but  more  comprehensive  information  on  hygiene,  the  laws  of  good  breeding,  and 
those  things  which  go  to  make  a  home  beautiful  as  well  as  clean  and  convenient.  The 
class  is  required  to  take  notes,  and  in  connection  with  the  lectures  do  a  good  deal  of 
careful  reading  and  write  several  essays  ea«h  on  the  topics  treated  of. 

Finally,  to  the  juniors  is  given  a  more  elaborate  course  in  cooking.  Great  pains  is 
taken  in  that  year  to  explain  as  carefully  as  may  be  the  nutritive  value  of  different  foods, 
tests  for  adulterations,  the  combination  of  the  several  classes  of  food  in  bills  of  fare  so  as 
to  be  most  valuable,  &c.  Together  with  the  theory  is  given  thorough  practice  in  both 
plain  and  ornamental  cookery.  Bread  and  soups  are  made  the  subjects  of  special  drill, 
while  salads,  side  dishes,  pastry  and  cake,  carving,  boning,  and  garnishing  are  also  most 
thoroughly  taught.  A  few  lessons  are  given  in  the  preparation  of  food  for  the  sick,  and 
these  are  dwelt  on  with  special  emphasis. 

The  interest  of  the  students  in  the  department  of  domestic  economy  has  been  constant 
and  lively,  while  the  board  of  trustees,  the  college  faculty,  and  the  patrons  of  the  school 
have  united  in  encouraging  its  development.  It  is  acknowledged  to  have  met  a  long-ex- 
isting want  and  to  have  done  real  service  to  the  young  women  of  the  State.  It  has  not 
only  given  them  manual  skill,  but  it  has  also  increased  their  respect  for  all  branches  of 
such  labor,  and  added  dignity  to  that  p?"~t  of  their  life  work  hitherto  considered  as 
menial  drudgery.  The  promise  for  the  ft..  Jure  is  most  encouraging.  Stimulated  by  the 
enthusiasm  of  her  pupils,  strengthened  by  the  good  will  of  her  fellow  teachers,  and  aided 
by  the  generous  appreciation  and  liberal  policy  of  the  board  of  trustees,  the  teacher  of 
domestic  economy  looks  forward  with  sure  faith  to  the  fullest  development  of  her  de- 
partment. 


INDUSTRIAL    EDUCATION   IN   THE   UNITED    STATES.  279 

THE  SCHOOL  OF  DOMESTIC  SCIENCE  OF*THE  ILLINOIS  INDUSTEIAL  UNIVEESITY. 

[By  Mrs.  John  M.  Gregory.] 

This  school  was  formally  opened  in  Urbana,  1874,  being  the  first  college  course  of  high 
grade  in  domestic  science  organized  in  the  United  States,  if  not  in  the  world.  With 
no  precedent  to  guide,  few  or  no  text  books  on  the  subject  to  furnish  material  aid,  with 
an  incredulous  public  opinion  to  contend  against,  and  opposition  in  most  unexpected 
quarters  to  meet,  the  undertaking  at  the  outset  seemed  formidable  enough.  But  the  six 
years  that  have  intervened  have  sufficed  to  overcome  many  obstacles  and  demonstrate  the 
practical  value  of  the  work. 

The  school  was  the  outgrowth  of  a  conviction  that  a  rational  system  for  the  higher  and 
better  education  of  women  must  recognize  their  distinctive  duties  as  women — the  mothers, 
housekeepers,  and  health  keepers  of  the  world — and  furnish  instruction  which  shall  fit 
them  to  meet  these  duties. 

As  set  forth  in  the  catalogue,  it  was  the  aim  of  the  school  to  give  to  earnest  and  capa- 
ble young  women  a  liberal  and  practical  education,  which  should  fit  them  for  their  great 
duties  and  trusts,  making  them  the  equals  of  their  educated  husbands  and  associates, 
and  enabling  them  to  bring  the  aids  of  science  and  culture  to  the  all  important  labors 
and  vocations  of  womanhood. 

This  school  proceeded  upon  the  assumption  that  the  housekeeper  needs  education  as 
much  as  the  house  builder,  the  nurse  as  well  as  the  physician,  the  leaders  of  society  as 
surely  as  the  leaders  of  senates,  the  mother  as  much  as  the  father,  the  woman  as  well  as 
the  man.  We  discarded  the  old  and  absurd  notion  that  education  is  a  necessity  to  man, 
but  only  an  ornament  to  woman.  If  ignorance  is  a  weakness  and  a  disaster  in  the  places 
of  business  where  the  income  is  won,  it  is  equally  so  in  the  places  of  living  where  the  in- 
come is  expended.  If  science  can  aid  agriculture  and  the  mechanic  arts  to  use  more  suc- 
cessfully nature's  forces  and  to  increase  the  amount  and  value  of  their  products,  it  can 
equally  aid  the  housekeeper  in  the  finer  and  more  complicated  use  of  those  forces  and 
agencies  in  the  home,  where  winter  is  to  be  changed  into  genial  summer  by  artificial 
fires,  and  darkness  into  day  by  costly  illumination;  where  the  raw  products  of  the  field 
are  to  be  transformed  into  sweet  and  wholesome  food  by  a  chemistry  finer  than  that  of 
soils,  and  the  products  of  a  hundred  manufactories  are  to  be  put  to  their  final  uses  for 
the  health  and  happiness  of  life. 

The  purpose  was  to  provide  a  full  course  of  instruction  in  the  arts  of  the  household,  and 
the  sciences  relating  thereto.  No  industry  is  more  important  to  human  happiness  and 
well  being  than  that  which  makes  the  home.  And  this  industry  involves  principles  of 
science  as  many  and  as  profound  as  those  which  control  any  other  human  employment. 

In  the  fall  of  1874  the  writer  of  this  article  was  called  to  take  charge  of  this  school, 
which  then  existed  only  in  name.  During  the  first  year  she  gave  much  time  to  map- 
ping out  and  preparing  a  course  of  study,  which  was  presented  for  the  first  time  in  the 
catalogue  of  1875-' 76,  substantially  as  follows: 

COUESE  OF  DOMESTIC  SCIENCE 

Required  for  degree  of  B.  S.  in  school  of  domestic  science. 

FIRST  YEAR. 

1.  Chemistry;  trigonometry;  drawing  (full  term) ;  British  authors. 
<2.  Chemistry;  designing  and  drawing;  American  authors. 
3.  Chemistry;  designing  and  drawing;  rhetoric. 

SECOND  YEAR. 

1.  Botany;  physiology;  German  or  English  classics. 

2.  Food  and  dietetics  (simple  aliments) ;  botany  and  greenhouse;  German  or  English 
classics. 

3.  Food  and  dietetics  (compound  aliments  and  principles  of  cooking,  &c.);  zoology; 
German  or  English  classics. 

THIRD  YEAR. 

1.  Domestic  hygiene;  ancient  history;  German  or  French. 

2.  Physics;  mediaeval  history;  German  or  French. 

3.  Physics  or  landscape  gardening;  modern  history;  German  or  French. 


280  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

FOUBTH  YEAR. 

1.  Household  aesthetics;  mental  science;  history  of  civilization. 

2.  Household  science;  constitutional  history;  logic. 

3.  Domestic  economy;  usages  of  society,  &c. ;  political  economy;  home  architecture; 
graduating  thesis  or  oration  or  essay. 

It  will  be  seen  in  the  above  that  the  technical  studies  do  not  begin  until  the  second 
term  of  the  sophomore  year.  There  are  two  reasons  for  this  arrangement:  First,  the  very 
evident  one  that  the  applications  of  a  science  must  be  preceded  by  and  based  upon  a 
knowledge  of  the  theory  and  general  principles  of  that  science.  For  instance,  no  truly 
scientific  study  of  food  and  dietetics  could  be  entered  upon  until  the  pupils  had  acquired 
a  knowledge  of  general  chemistry,  qualitative  and  quantitative  analysis,  as  also  some 
knowledge  of  plant  structure,  and  skill  in  manipulating  the  microscope.  A  second  rea- 
son for  placing  the  technical  studies  late  in  the  course  is  that  the  students  may  bring  to 
this  work  greater  maturity  of  mind. 

No  other  one  science  is  more  constantly  applicable  to  the  necessities  of  every-day  life 
than  chemistry.  Hence  it  was  made  a  prominent  feature  of  the  course,  either  under  the 
form  of  general  chemistry  with  laboratory  practice,  or  in  the  study  of  foods  and  their 
analysis.  Moreover,  laboratory  practice  is  calculated  to  develop  that  patient,  careful  at- 
tention to  minutiae,  and  appreciation  of  exact  weights  and  measures,  which  is  quite  as  es- 
sential to  definite  results  in  the  kitchen  as  in  the  laboratory.  A  habit  of  searching  for  the 
causes  of  failure,  formed  in  the  laboratory,  will  yield  good  results  in  the  kitchen.  George 
Eliot  makes  one  of  her  characters  in  "  Adam  Bede  "  say:  UA  woman  will  make  porridge 
every  day  for  twenty  years  and  never  think  of  measuring  the  proportion  between  the 
meal  and  the  milk;  a  little  more  or  less  she'll  think  doesn't  signify.  The  porridge  will 
be  awkward  now  and  then;  if  it's  wrong,  it's  something  in  the  meal,  or  it's  something  in 
the  milk,  or  it's  something  in  the  water.  Look  at  me;  I  make  my  own  bread,  and  there's 
no  difference  between  one  batch  and  another  from  year's  end  to  year's  end;  but  if  I'd  a 
woman  in  the  house  I  must  pray  for  patience  at  every  baking  of  the  bread  if  it  turns  out 
heavy.  It's  an  impious,  unscriptural  opinion  to  say  a  woman's  a  blessing  to  a  man  now; 
you  might  as  well  say  that  adders  and  wasps  are  blessings,  when  they  are  only  evils  be- 
longing to  this  state  of  probation. ' '  Not  so  bad  as  that,  Mr.  Massey.  She  simply  needs 
to  be  educated.  Man's  contact  with  the  world  has  taught  him  to  give  "pounds  and 
ounces  as  to  quantity, ' '  where  woman  gives  only  approximative  handfuls. 

The  other  corner  stones  of  the  course  are  anatomy,  physiology,  and  hygiene.  No  other 
acquisitions  can  atone  to  young  women  for  the  lack  of  a  thorough  practical  knowledge  of 
these.  Woman,  much  more  than  man,  has  suffered  from  lack  of  proper  instruction  in 
school  courses  in  these  vital  sciences. 

Mathematics  is  required  in  the  course  only  through  trigonometry,  this  being  as  far  as 
required  by  any  subsequent  study  in  the  course,  and  as  far,  in  all  probability,  as  will  be 
needed  by  young  women  in  after  life. 

TECHNICAL  STUDIES. 

The  work  in  the  technical  studies  was  necessarily  conducted  by  lectures,  class  demon- 
strations, and  readings.  The  students  were  thus  made  acquainted  with  the  best  1  iterature 
on  the  -subjects  treated.  The  university  library,  with  its  wide  range  of  carefully  se- 
lected scientific  works  and  annual  appropriations  for  the  purchase  of  new  books,  afforded 
excellent  opportunities  for  the  students  to  consult  authorities. 

Food  and  dietetics. — This  study  occupied  two  terms.  The  work  began  with  a  study  of 
the  simple  aliments,  such  as  starch,  the  structure  of  its  grains  in  different  plants,  shown  by 
the  microscope;  test,  action  of  heat,  water  and  other  agents  upon  it;  digestibility  and 
dietetic  value;  sugar,  kinds,  sources  from  whence  obtained;  tests,  relative  sweetening 
values,  processes  of  manufacturing  and  refining;  effects  of  heat,  acids,  and  other  agents 
upon  it,  and  means  of  judging  quality;  dietetic  value.  The  hydrocarbons,  the  nitroge- 
nous group,  and  saline  principles  were  studied  in  the  same  manner,  care  being  exercised 
to  bring  into  prominence,  appropriately  grouped,  all  the  physical  and  chemical  properties 
having  a  practical  bearing  upon  the  preparation  of  foods  to  secure  their  highest  dietetic 
value. 

This  preliminary  work  prepared  the  students  for  the  more  complicated  study  of  the 
compound  aliments  and  the  general  principles  of  cooking  and  dietetics.  The  cereal*  fur- 
nished the  themes  for  a  number  of  instructive  lectures.  The  structure  of  the  wheat 
grain  was  shown  under  the  microscope,  and  also  by  means  of  one  of  Doctor  Auzoux's  ad- 
mirable papier  mddie  models.  A  knowledge  of  the  physical  properties  and  composition 
of  the  different  parts  of  the  grain  made  clear  the  transformations  produced  in  the  proc- 
esses of  grinding  and  bolting,  and  showed  the  comparative  nutritive  value  of  the  differ- 
ent products  of  milling.  This  was  followed  by  lectures  on  bread-making  by  fermentation 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  281 

and  by  the  use  of  chemicals,  the  advantages  and  disadvantages  of  the  two  methods.  The 
yeast  plant  was  studied  under  the  microscope,  and  the  effect  of  different  temperatures 
upon  it  noted.  The  qualities  of  good  bread,  the  chemical  transformations  that  take  place 
in  rendering  the  dough  light,  the  temperature  required  for  baking,  the  methods  of  de- 
termining the  temperature  of  the  oven,  the  digestibility  of  bread  as  influenced  by  its 
freshness,  lightness,  and  sweetness,  and  other  related  topics,  were  subjects  in  which  the 
students  became  much  interested.  They  often  expressed  great  pleasure  and  surprise  to  find 
so  many  and  such  profound  principles  of  science  bearing  upon  so  common  an  art  as  bread- 
making.  They  left  the  subject,  no  longer  to  regard  the  difference  between  good  and  bad 
bread  as  a  matter  of  "luck,"  but  as  dependent  upon  the  intelligent  application  of  scien- 
tific principles;  principles  as  much  under  human  control  as  are  those  which  regulate  the 
action  of  a  steam-engine.  The  world  readily  concedes  that  knowledge  is  essential  to  suc- 
cess in  controlling  a  locomotive,  but  it  is  slow  to  see  that  it  is  equally  essential  to  suc- 
cess in  the  management  of  a  bake  oven.  In  a  little,  well-directed  study  of  the  chemistry 
and  philosophy  of  bread-making  may  be  acquired  useful  principles  that  women  are  left 
to  find  out  for  themselves,  as  a  rule,  through  experience,  which,  too  often,  means  months 
of  sad  failure  and  impaired  health. 

We  are  apt  to  regard  the  common  vegetables  of  our  gardens  as  devoid  of  interest  and 
unworthy  of  study.  This  is  because  of  our  ignorance.  Take  for  example  the  Irish  po- 
tato (Solanum  tuberosum}.  Look  into  its  history,  study  its  chemistry  and  philosophy, 
and  what  a  volume  of  political  economy,  national  destiny,  practical  truth,  and  anecdote 
is  opened  up.  From  a  mere  curious  exotic  planted  in  Sir  Walter  Raleigh's  garden  in 
1586,  so  disappointing  that  he  ordered  his  gardener  to  "pull  up  the  worthless  weed,"  it 
becomes  one  of  the  most  widely  diffused  plants,  struggling  for  existence  even  within  the 
arctic  circle.  It  has  added  millions  to  the  populations  and  wealth  of  Europe.  A  single 
failure  of  the  potato  crop  left  Ireland  in  a  famishing  condition,  reducing  its  population, 
it  is  said,  from  eight  or  nine  millions  to  five  millions.  The  potato  famine  in  Ireland  was 
but  one  of  Heaven's  great  hygienic  teachers,  confirming  two  great  natural  laws,  viz. :  1. 
Rotation  of  crops.  Plants  long  cultivated  on  the  same  soil  fail  at  least.  2.  Variety  in 
diet.  Long  ago  it  was  written  "Man  cannot  live  by  bread  alone."  This  contains  a 
dietetic  as  well  as  a  spiritual  truth,  even  more  applicable  to  the  potato  than  to  bread. 

The  discussion  of  the  potato  and  other  vegetables  common  upon  our  tables,  afforded 
many  a  topic  of  as  much  interest  as  importance.  The  composition,  chemical  changes  in 
cooking,  various  methods  of  preparation,  and  dietetic  uses  and  value  were  thoroughly 
studied. 

The  potato  is  defective  in  nitrogenous  principles,  fat,  and  mineral  matter.  In  this  is 
to  be  found  an  explanation  of  the  enormous  consumption  of  potatoes  by  the  Irishman. 

Tea,  coffee,  and  cocoa  furnish  topics  for  a  number  of  practical  lectures,  treating  of  the  dif- 
ferent kinds,  their  comparative  values,  composition,  properties,  effects-  upon  the  system, 
&c.  The  best  way  to  teach  one  how  to  make  good  coffee  is  to  begin  by  teaching  the  prop- 
erties of  its  constituent  principles.  This  known,  good  results  are  insured  or  failures 
will  be  speedily  corrected.  For  example,  know  that  the  peculiar  aroma  upon  which  the 
goodness  of  coffee  so  largely  depends  is  dissipated  by  long  boiling  or  continued  exposure 
to  the  air  and  one  will  not  Aake  the  common  mistake  of  roasting,  grinding,  and  leaving 
coffee  long  exposed  to  the  air  before  using,  or  allowing  it  to  boil  until  the  aroma  is  dis- 
sipated and  the  residuum  but  a  bitter  dose. 

That  questionable  food,  alcohol,  was  impartially  considered  in  the  light  of  the  latest 
and  most  reliable  scientific  investigations,  and  the  highest  authorities  were  questioned  in 
regard  to  its  effects  upon  the  system  in  extremes  of  heat,  cold,  hunger,  severe  mental  or 
physical  labor,  its  medicinal  value,  &c. ;  and  then  all  the  force  of  moral  considerations 
was  brought  to  bear  upon  this  instrument  of  evil  that  so  baffles  scientific  certainty,  that 
is  so  delusive  in  the  exquisitely  cut  wine-glass,  this  will-o'-the-wisp  that  lures  men  on 
to  ruin  and  is  the  direct  or  indirect  cause  of  so  many  woes. 

The  time  has  come  when  women  should  be  educated  for  battle  with  king  alcohol. 
Young,  impressible  womanhood  must  drink  from  the  springs  of  learning,  that  their  eyes 
may  be  opened  to  a  full  realization  of  the  nature  and  strength  of  this  evil,  to  a  percep- 
tion of  its  chief  strongholds  and  its  vulnerable  points.  They  must  be  led  to  see  that  pre- 
natal influences  are  largely  responsible  for  the  intemperance  of  the  world;  that  bad 
bread,  unwholesome  food,  insufficient  nutrition,  and  improperly  selected  diet  create  a 
want  in  the  system,  which,  not  being  understood,  often  seeks  gratification  in  the  wine 
cup.  We  shall  never  get  the  upper  hand  of  intemperance  until  we  have  gone  back  of 
the  saloons,  in  search  of  the  causes  that  gave  it  birth;  till  we  have  entered  the  homes, 
and  taught  those  who  preside  over  them  the  strong  moral  influences  exerted  by  good 
bread,  wholesome  food,  and  healthful,  attractive  homes.  Says  an  English  philanthropist 
of  extended  observation,  ' '  The  more  we  investigate  the  social  evils  of  the  day,  tracing 
them  to  their  causes,  the  more  convinced  shall  we  be  that  reform  to  be  healthful  must 
proceed  from  within  rather  than  from  without.  If  we  wish  to  purify  and  elevate  the 


282  INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES. 

national  life  we  must  begin,  therefore,  in  the  home.  And  if  we  wish  to  reform  the 
homes  of  the  people  we  must  train  aright  those  who  for  good  or  for  evil  will  preside  over 
them." 

Animal  foods  open  up  a  wide  field  for  interesting  study  and  research.  The  importance 
of  a  mixed  diet,  the  «omposition  and  nutritive  value  of  different  meats,  the  average  mar- 
ket price  and  economical  value  of  different  parts  of  the  beef,  methods  of  cooking  with 
reference  to  comparative  economy  and  healthfulness,  temperature  required,  means  of 
judging  of  the  quality  of  meat,  the  use  of  the  microscope  in  detecting  the  presence  of  tri- 
china and  other  parasites,  thorough  cooking  as  a  safeguard  against  these  parasites,  and  its 
antiseptic  action  when  meat  is  tainted,  were  among  the  topics  discussed,  and  are  sufficient 
to  show  the  magnitude  and  importance  of  the  subject. 

We  need  no  better  argument  for  the  importance  of  instructing  the  people  on  these 
subjects  than  is  furnished  by  the  official  reports  of  the  enormous  quantity  of  diseased 
and  unwholesome  meat  that  annually  finds  its  way  into  the  markets,  .in  spite  of  health 
officers  and  inspecting  boards.  Boards  of  health,  however  vigilant,  will  labor  with  tied 
hands  until  they  find  in  educated  housekeepers  efficient  colaborers. 

Milk,  a  typical  food,  its  analysis,  examination  under  the  microscope,  varying  composi- 
tion as  influenced  by  breeds  of  cows,  their  treatment,  and  food,  and  by  climate,  &c.,  the 
philosophy  of  butter  making,  temperature  for  setting  the  cream  and  for  churning,  impor- 
tance of  cleanliness,  duration  of  churning,  working,  washing,  and  salting  butter,  and 
other  related  topics  were  discussed. 

When  it  is  so  comparatively  easy  to  make  good  butter  it  seems  a  pity  that  ignorance 
should  be  allowed  to  serve  us  a  dyspeptic  article.  But  many  a  farmer's  wife  does  not 
know  what  good  butter  is,  much  less  the  methods  of  producing  it. 

FOOD  MUSEUM. 

To  aid  in  this  study  of  food  and  dietetics,  the  nucleus  of  a  food  museum  was  begun, 
with  the  purpose  of  developing  it,  when  the  requisite  funds  could  be  secured,  somewhat 
on  the  plan  of  the  food  collection  of  the  Bethnal  Green  Museum,  London,  where  the  la- 
bors of  Playfair,  Huxley,  Frankland,  and  Church  are  doing  so  much  to  instruct  the  public 
in  this  hitherto  neglected  department  of  education.  The  London  food  collection  is  a  grand 
object-lesson  on  the  materials  and  processes  of  every-day  life  to  the  multitudes  who  visit 
it.  Specimens  of  all  the  important  human  foods  are  gathered  from  the  various  quarters 
of  the  globe,  and  the  composition  of  the  most  important  foods  is  shown  by  what  is  termed 
"  displayed  analyses,"  enabling  the  eye  to  take  in  at  a  glance  the  relative  proportion  of 
the  various  constituents  of  a  given  food. 

Colored  charts,  drawings,  and  diagrams  attract  the  eye  and  fix  the  attention,  teaching 
even  the  most  illiterate  useful  lessons  on  the  composition  and  physiological  functions  of 
foods,  and  guarding  them  against  adulterated  and  spurious  articles.  Numerous  water  an- 
alyses are  so  shown  as  to  enforce  the  necessity  for  pure  drinking  water.  Filters  of  di  fferent 
kinds  and  the  materials  used  in  their  construction  are  exhibited,  and  the  actual  process 
of  filtering  through  sand,  gravel,  and  charcoal  is  displayed.  In  short,  in  every  depart- 
ment of  this  great  museum  the  endeavor  has  been  to  make  tlie  food  collection  tell  its  own 
story  in  a  most  forcible  and  practical  manner.  It  is  a  matter  of  reproach  to  the  United 
States  that  hitherto  little  or  nothing  in  this  direction  has  been  done  here,  either  in  a 
public  or  private  way. 

it  was  also  the  as  yet  unfulfilled  purpose  of  the  school  of  domestic  science  to  have  a 
kitchen  museum,  fitted  up  with  the  most  approved  modern  conveniences,  partly  for  ex- 
perimental purposes  in  connection  with  class  lectures  and  partly  as  a  means  of  illustrat- 
ing the  most  convenient  arrangement  for  a  kitchen,  showing  the  great  economy  in  time 
and  strength  that  would  result  from  having  kitchens  properly  planned  and  arranged. 

Hygiene. — In  addition  to  the  study  of  advanced  anatomy  and  physiology,  this  school 
provided  for  its  young  women  a  special  course  of  lectures,  extending  through  a  term,  on 
the  hygiene  of  the  home,  embracing  such  topics  as  the  location  of  dwellings,  good  drainage, 
uncleanliness  as  a  cause  of  disease;  the  necessity  for  good  ventilation,  pure  water,  and 
abundant  sunlight;  bathing,  exercise,  and  other  conditions  of  health;  the  construction, 
material,  and  hygiene  of  dress ;  the  principles  of  nursing  the  sick.  Lectures  were  also  given 
on  the  anatomy,  physiology,  and  hygiene  of  the  female  pelvic  organs,  under  the  conviction 
that  it  is  through  the  want  of  this  knowledge  that  so  many  women  become  confirmed  in- 
valids. The  teacher,  delicately,  cautiously,  prayerfully,  and  with  reverential  tread,  en- 
deavored to  lead  her  pupils  into  paths  which  show  the  grander  possibilities  for  humanity 
through  an  enlightened  motherhood.  The  young  women  were  taught  to  look  upon  disease 
as  the  penalty  for  disobedience  to  inexorable  natural  laws;  that  among  the  many  causes 
which  combine  to  rob  woman  of  her  birth-right,  good  health,  one  of  the  most  potent  is 
her  very  unhygienic  dress.  And  it  was  not  found  impossible  to  secure,  if  not  a  radical, 
at  least  a  very  sensible  reform  in  the  dress  of  the  members  of  the  class. 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  283 

From  one-seventh  to  one-fourth  of  all  children  both  fail  to  pass  their  first  year,  and 
25  to  40  per  cent,  perish  before  they  have  completed  their  fifth  year,  we  are  told.. 

We  appeal  to  physicians  to  stay  this  terrible  "slaughter  of  the  innocents,"  but  with 
a  grave  shake  of  the  head  they  tell  us  they  are  all  but  powerless  in  the  matter,  and  that 
our  future  hope  must  look  mainly  to  a  more  enlightened  motherhood.  But,  full  of  old 
time  prejudices,  we  are  slow  to  act.  Says  Eev.  Charles  Kingsley,  "Would  to  God  that 
some  man  had  the  historical  eloquence  to  put  before  the  mothers  of  England  the  mass  of 
preventable  suffering,  the  mass  of  preventable  agony  of  mind  and  body  which  exists  iu 
England  year  after  year;  and  would  that  some  man  had  the  logical  eloquence  to  make 
them  understand  that  it  is  in  their  power,  in  the  power  of  the  wives  and  mothers  to 
stop,  as  I  believe,  three-fourths  of  it. ' ' 

What  is  true  of  England  is  true  of  America. 

1 '  To  tens  of  thousands  that  are  killed  add  hundreds  of  thousands  that  survive  with 
feeble  constitutions  and  millions  that  grow  up  with  constitutions  not  so  strong  as 
they  should  be,  and  you  will  have  some  idea  of  the  curse  inflicted  on  their  offspring 
by  parents  ignorant  of  the  laws  of  life." —  (Herbert  Spencer.)  Is  any  thing  more  needed 
to  show  the  importance  of  introducing  into  courses  of  study  for  girls  the  lectures  outlined 
above? 

The  following  is  from  a  board  of  health  report:  "The  records  of  infant  mortality  offer 
a  melancholy  illustration  of -the  necessity  of  the  mother's  previous,  preparation  for  the 
care  of  her  children.  The  first-born  die  in  infancy  in  much  larger  proportion  than  their 
successors  in  the  family.  The  mother  learns  at  the  cost  of  her  first  child,  and  is  better 
prepared  for  the  care  of  the  second,  and  still  better  for  the  third  and  fourth,  whose 
chances  of  development  into  full  life  and  strength  are  much  greater  than  those  of  the 
oldest  brothers  and  sisters."  "Think  of  the  mo'ther  learning  ' at  the  cost  of  her  first 
child, '  and  of  the  absurd  young  mother  learning  beforehand,  and  choose  between.  Also, 
please  compare  the  '  previous  preparation, '  here  recommended  with  the  mere  bureau- 
drawer  preparation  which  is  the  only  one  at  present  deemed  necessary."  (Mrs.  Diaz.) 

What  knowledge  can  be  of  higher  value  than  that  which  ' '  aims  to  render  growth 
more  perfect,  decay  less  rapid,  life  more  vigorous,  and  death  more  remote,"  by  the  con- 
trol it  gives  over  the  causes  of  disease?  Strange  that  the  question  should  need  asking. 
"Stranger  still  that  it  should  need  defending,"  says  Herbert  Spencer. 

All  are  ready  to  concede  our  need  of  a  physical  reformation,  but  few  are  prepared  to  do 
anything  to  bring  it  about.  Only  physicians  seem  to  have  any  just  conception  of  the 
great  number  of  preventable  diseases  that  year  after  year  are  desolating  our  homes. 
Not  until  our  schools  and  colleges  shall  more  generally  unite  their  efforts  with  those  of 
physicians  and  health  boards,  can  we  hope  for  any  very  marked  progress  in  sanitary  re- 
form. If  women  were  properly  educated  they  could  do  in  this  sanitary  work  what  can- 
not be  done  by  men. 

'  Within  the  last  few  years  sanitary  science  has  attained  proportions  too  vast  to  admit 
of  its  being  summarily  disposed  of  in  the  meager  "  hints  on  health  "  usually  appended 
to  text  books  on  physiology.  Physiology  and  hygiene  are  sciences  so  vast  in  importance 
and  extent  as  to  merit  being  more  generally  dignified  in  colleges  by  separate  profes- 
sorships. 

Especially  do  girls  need  to  have  the  gospel  of  good  health  preached  to  them  and  lived 
before  them  daily.  It  cannot  be  true  that  Michelet  is  right  when  he  asserts  that  women 
are  essentially  diseased.  It  cannot  be  true  that  the  Divine  Architect,  every  where  else 
so  wise  a  builder,  so  accurate  in  His  estimates,  so  judicious  in  apportioning  means  to 
their  ends,  has  here  alone  made  the  burden  too  heavy  for  the  support,  the  aspirations  too 
great  for  the  ca  pacities.  It  may  be  true  that  at  present  disease  is  the  rule  among  women  and 
health  the  exception;  but  let  us  not  make  the  mistake  of  charging  the  fact  to  a  blunder 
in  the  original  formation  of  woman.  To  do  so  is  to  defeat  the  possibility  of  our  attain- 
ing to  anything  better.  When  we  are  better  educated  this  matter  will  surely  be  righted, 
and  only  then. 

We  profess  to  believe  that  education  should  include  the  whole  man,  physical,  moral, 
and  intellectual ;  but  is  not  the  attention  given  to  physical  education,  as  a  rule,  dispro- 
portionate to  our  professed  belief  in  its  importance  ?  Culture  of  the  intellect  too  often 
stands  for  the  whole  of  education,  and  girls  especially  have  grown  to  look  upon  matters 
pertaining  to  physical  education  as  unworthy  their  attention. 

Houselwld  esthetics.— The  following  were  the  general  topics  embraced  in  this  study: 
General  principles  of  taste  as  applied  to  ornamentation,  requisites  of  furniture,  wall  and 
ceiling  decoration,  treatment  of  floors,  selection  of  carpets,  ceramic  art,  and  the  esthetics 
of  dress.  The  university  library  furnished  many  valuable  and  rare  works  on  household 
and  decorative  art  for  reference. 

If,  as  Keats  tells  us,  "A  thing  of  beauty  is  a  joy  forever,"  then  a  study  which  seeks 
to  secure  more  beauty  in  our  homes,  and  so  multiply  joys,  should  take  no  mean  place  in 
the  education  of  girls. 


284  INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES. 

In  the  study  of  household  esthetics  one  of  the  first  points  we  endeavored  to  impress 
upon  the  girls  was  that  women  are  not  "instinctively  authorities  on  all  matters  pertain- 
ing to  taste  "  any  more  than  upon  metaphysical  points,  but  that  they  may  become  such 
by  much  the  same  means  as  they  would  adopt  to  become  proficient  in  metaphysics  or  lit- 
erature, viz,  by  well  directed  study  and  effort.  We  referred  them  to  art  critics,  who 
charge  the  decline  in  art  largely  to  the  false  models  kept  so  constantly  before  the  eye, 
and  so  led  them  to  appreciate  the  importance  of  having  the  objects  by  which  we  are  sur- 
rounded in  the  home  beautiful  and  in  good  taste.  We  taught  them  that  a  reform  in 
woman's  dress  is  demanded  not  only  on  the  ground  of  health,  but  for  well-defined  esthetic 
reasons.  In  the  art  gallery  we,  showed  them  the  Venus  of  Milo  in  the  majesty  of  her 
perfect  womanhood,  and  noted  her  comparative  chest  and  waist  measure.  We  pointed 
to  her  as  the  model  female  form  before  which  every  true  artist  bows. 

Through  the  influence  of  certain  very  helpful  articles  in  some  of  our  popular  maga- 
zines, quite  a  general  desire  has  been  created  to  attain  to  something  better  than  we  have 
yet  known  in  this  direction  in  our  homes.  But  by  what  means  may  girls  acquire  this 
knowledge  ?  When  one  stops  to  think  of  it  seriously,  the  marvel  is  not  that  women  so 
generally  offend  in  this  respect,  but  rather  that  we  should  see  even  so  much  good  taste 
displayed  as  we  do,  since  it  is  only  as  anew  departure  in  education  that  this  subject  con- 
stitutes any  part  of  a  course  of  study  for  girls. 

In  one  term  it  is  not  possible  to  turn  out  finished  art  critics,  but  in  this  time,  a  teacher 
full  of  the  spirit  and  importance  of  the  subject  can  do  much  to  wards  awakening  thought 
and  giving  direction  to  future  study. 

Our  manufactories  will  not  supply  us  with  artistic  domestic  articles  till  there  is  a  de- 
mand for  them  oy  appreciative  consumers.  And  this  demand  will  not  be  made  until  our 
systems  of  education  give  the  impulse. 

The  same  amount  of  time  that  is  now  devoted  by  girls,  irrespective  of  native  aptitude, 
to  dabbling  in  water-colors  and  oils,  and  to  constructing  cardboard  air-castles,  that  have 
no  real  or  apparent  use,  or,  as  Anna  Brack  ett  puts  it,  in  "crocheting  covers  for  covers,  and 
covers  for  covers  of  covers,"  concentrated  upon  a  vigorous,  well-directed  study  of  the 
principles  of  ornamentation,  would  do  far  more  towards  permanently  beautifying  our 
homes,  walls,  floors,  chairs  and  tables,  our  daily  lives,  than  we  can  ever  know,  so  long  as 
woman's  leisure  is  given  to  those  ephemeral  productions  that  are  so  sadly  out  of  place  in 
a  world  where  moth  and  dust  doth  corrupt,  and  where  time  is  so  valuable  and  opportu- 
nity so  limited. 

Under  the  name  household  science  the  following  topics  are  treated:  The  principles  of 
heating  and  ventilation,  kinds  and  comparative  values  of  different  fuels,  usual  methods 
of  heating  dwellings,  grates,  stoves,  furnaces,  hot  water  and  steam  apparatus,  culinary 
utensils,  their  most  approved  forms,  properties  of  the  materials  of  which  they  are  made, 
iron,  tin,  copper,  brass,  &c.,  contaminations  of  food  liable  to  occur  from  carelessness  or  from 
ignorance  of  the  properties  of  certain  metals,  preservation  of  foods,  chemistry  of  illumi- 
nation. The  adulteration  of  foods  is  treated  by  lectures  and  laboratory  practice  in  test- 
ing foods. 

Does  it  sound  Utopian  to  speak  of  the  value  to  the  housekeeper  of  skill  in  manipulating 
the  microscope?  Ah  !  but  the  Utopian  ideas  of  one  age  very  often  become  the  blessings 
of  their  successors,  and  the  future  may  show  that  housekeepers  who  in  their  college  days 
had  the  keenness  of  their  sight  multiplied  from  fifty  to  one  thousand  times  in  testing 
foods  for  adulterations  and  impurities,  will  consider  a  Zentmeyer's  grand  American  mi- 
croscope quite  as  indispensable  to  their  households  as  a  Chickering  grand  piano,  a  safe 
guarantee,  aided  by  a  knowledge  of  chemistry,  that  they  will  not  give  their  children  a 
stone  when  they  ask  for  bread,  or  put  poisoned  confections  in  their  darlings'  stockings  at 
Christmas  time. 

Domestic  economy,  as  taught,  included  lectures  on  the  conservation  of  the  forces  of  the 
household,  on  expenditures,  and  on  the  management  of  servants.  A  series  of  lectures 
were  given  on  the  government  and  instruction  of  children. 

If  a  knowledge  of  political  economy  be  of  service  in  the  production  and  distribution  of 
wealth,  a  knowledge  of  domestic  economy  is  no  less  serviceable  in  securing  a  right  use  of 
that  wealth.  If  a  knowledge  of  the  former  is  necessary  for  those  who  sit  in  parliaments 
and  legislative  halls,  how  much  more  necessary  is  a  knowledge  of  the  latter  to  those  who 
rule  over  the  homes  and  give  to  mind  its  first  and  most  lasting  impressions. 

Plato  taught  us  that  the  beginning  is  the  chiefest  part  of  every  undertaking.  We  are- 
very  fond  of  saying  "As  the  twig  is  bent  the  tree's  inclined;"  "She  who  rocks  the  cradle 
rules  the  world;"  that  what  Napoleon  needed  to  secure  the  welfare  of  France  was  "good 
mothers."  Such  expressions  have  long  formed  the  key-note  of  addresses  to  young  wo- 
men, graduating  from  courses  of  study  in  which  no  instruction  was  given  upon  those  all- 
important  duties  we  all  agree  in  declaring  to  be  hers.  If  there  be  truth  in  these  beauti- 
ful sayings  why  not  act  upon  them  in  shaping  courses  of  study  for  girls  ?  Herbert  Spen- 
cer pertinently  asks,  ' '  Is  it,  then,  that  the  unfolding  of  a  human  being  in  body  and  mind 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  285 

is  so  comparatively  simple  a  process  that  any  one  may  superintend  and  regulate  it  with 
no  preparation  whatever  ?  If  not — if  the  process  is  with  one  exception  more  complex  than 
any  in  nature,  and  the  task  of  administering  to  it  one  of  surpassing  difficulty,  is  it  not 
madness  to  make  no  provision  for  such  a  task?  Better  sacrifice  accomplishments  than 
omit  this  all-essential  instruction. ' ' 

Domestic  economy  well  taught  and  intelligently  practiced  would  save  many  a  home 
from  that  worst  of  bankruptcies— the  bankruptcy  of  peace,  health,  and  happiness. 

Etiquette. — The  following  topics  were  treated  by  lectures  and  discussions:  Importance 
of  a  proper  study  of  the  rules  of  politeness  and  of  the  usages  of  good  society;  intimate 
relation  of  morals  and  manners;  politeness  but  the  embodiment  of  the  golden  rule;  good 
manners  not  a  thing  to  be  put  on  with  the  Sunday  dress,  but  to  become  a  part  of  us  by 
habitual  use;  etiquette  of  the  home  circle  of  the  first  importance;  behavior  in  public 
places;  visits,  calls;  hospitality  a  duty;  dress,  "cleanliness  next  to  godliness;"  forms 
of  introduction;  salutations;  grace  in  personal  bearing;  the  laws  of  conversation;  sin- 
cerity in  manner  and  speech  cultivated;  slang  phrases,  high-sounding  adjectives,  scandal, 
gossip,  &c. ,  to  be  avoided. 

Home  architecture. — We  have  no  statistics  to  show  the  exact  saving  in  time  that  would 
be  secured  to  the  world  by  having  properly  planned  and  constructed  houses.  But,  doubt- 
less, if  the  sum  total  of  the  time  and  energy  lost  to  women  in  taking  unnecessary  steps 
in  the  course  of  the  preparation  of  a  meal  from  the  inconvenience  of  absent  or  misplaced 
closets  and  doors  that  open  the  wrong  way,  from  the  vexation  of  spirit  caused  by  smoky 
chimneys,  the  nervous  and  physical  exhaustion  due  to  stairs  so  constructed  as  to  endan- 
ger life  and  limb,  the  impaired  vitality,  depression  of  spirits,  days  lost  in  sickness  from 
rooms  that  cannot  be  properly  ventilated  and  lighted  could  be  presented  to  the  social 
economist  the  showing  would  be  something  truly  startling  to  him. 

Women  are  the  chief  sufferers  from  these  causes,  but  at  present  there  seems  no  redress 
for  them.  He  is  a  rare  builder  who  is  willing  to  concede  that  the  average  woman  knows 
anything  about  how  a  house  should  be  built.  In  very  many  cases  we  fear  he  is  right. 
Many  a  woman  has  found  when  she  attempted  to  d  irect  these  matters  that  she  knew  too  lit- 
tle of  architectural  principles  to  be  able  to  express  her  desires  in  an  intelligible  form.  May 
we  not  in  educating  girls  do  something  toward  securing  in  the  future  houses  for  the  people 
better  adapted  for  homes  ?  We  believe  so.  In  our  school  of  domestic  science  the  professor  of 
architecture  gave  a  series  of  lectures  to  the  girls  upon  home  architecture,  including  such 
topics  as  the  principal  architectural  styles,  general  characteristics  of  exteriors,  chief 
requisites  of  interiors,  requirements  of  different  apartments,  sanitary  requisites,  cellars, 
walls,  water  supply,  light,  and  convenience.  To  make  the  work  as  practical  as  possible 
the  pupils  were  required  to  present  drawings  of  original  plans,  and  were  taught  how  to 
make  these  drawings  to  a  scale,  and  with  a  proper  use  of  lines,  shading,  and  colors. 

The  professor  of  horticulture  taught  them  the  general  principles  of  landscape  garden- 
ing, the  kinds  and  uses  of  trees,  shrubs,  grass,  and  flowers,  the  construction  and  laying 
out  of  drives  and  walks,  location  of  buildings,  &c.  The  pupils  first  drew  from  copy, 
then,  after  the  actual  study  of  some  locality  with  its  environs,  designed  and  drew  full 
plans  for  its  improvement.  In  the  conservatory  they  had  practice  in  the  propagation 
and  care  of  flowering  and  other  ornamental  plants.  The  young  ladies  took  hold  of  this 
work  with  an  enthusiasm  which  showed  that  they  appreciated  its  value,  and  we  believe 
that  they  will  find  in  after  life  that  the  few  weeks  thus  spent  in  their  college  days  will 
bring  them  larger  returns  than  if  devoted  to  making  copies  of  imaginary  landscapes  in 
oil  and  in  manufacturing  bouquets  in  water  colors,  or  even  in  digging  for  Greek  roots. 

At  the  end  of  the  course  an  original  thesis  was  required  on  some  subject  bearing  upon 
the  technical  studies  of  the  school.  The  following  are  among  the  subjects  selected  by 
those  who  have  graduated  from  this  school:  Art  in  the  Home,  Adulterations  of  Foods, 
Wheat,  Chemistry  of  Foods. 

Those  who  complete  the  full  course  receive  the  degree  of  B.  s.  in  the  college  of  nat- 
ural science. 

Such,  in  outline,  was  the  technical  part  of  the  education  given  in  this  school  of  domes- 
tic science  and  the  main  principles  on  which  it  was  based.  Its  results  are  yet  to  be  told 
by  the  lives  of  its  students;  but  enough  has  been  seen  to  inspire  the  desire  for  the  con- 
tinuance of  the  experiment  and  for  its  extension  in  all  the  higher  institutions  of  learn- 
ing where  women  are  educated.  The  sun  of  this  nineteenth  century,  which  has  wit- 
nessed so  much  of  progress  in  bringing  the  power  of  education  to  bear  upon  the  work 
and  well  being  of  men,  will  not  set  till  it  has  seen  the  school  and  college  fling  helpful 
light  into  the  home  and  household — the  work  and  well  being  of  women. 


THE  NEW  YORK  SCHOOL  OF  COOKERY. 

This  school  was  founded  in  1876  by  Miss  Juliet  Corson.     The  first  lessons  were  given 
in  the  ladies'  course,  where  the  instruction  covered  (1)  the  preparation  of  plain  and  in- 


286  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

expensive  articles  of  food  in  palatable  and  attractive  forms;  (2)  the  dressing  of  the  remains 
of  food  in  side-dishes  suitable  for  breakfast  and  luncheon;  (3)  the  elaborate  and  delicate 
dishes  of  artistic  cookery.  f 

In  1877  the  plain  cook's  course  was  instituted  for  the  purpose  of  teaching  the  princi- 
ples of  plain  family  cooking  to  young  housekeepers  in  moderate  circumstances,  to  young 
women  employed  as  domestics,  and  to  the  wives  and  grown  daughters  of  workingmen. 

In  1878  the  first  and  second  artisan  courses  were  planned  for  the  instruction  of  the 
children  of  working  people  in  cooking  the  cheapest  kinds  of  food  in  simple  and  nutritious 
dishes. 

The  number  of  lessons  given  in  the  above-named  courses  from  1876  to  1881  was  740; 
the  attendance,  ranging  through  all  social  classes,  was  over  7, 500  persons.  In  1879  Miss 
Corson's  illustrated  lectures  in  the  Cooper  Union  Saturday  evening  course  were  attended 
by  about  5,000  people. 

An  important  fact  in  connection  with  this  instruction  is  that  it  has  frequently  been 
given  in  direct  connection  with  young  ladies'  schools.  In  Montreal  a  special  course  of 
lessons  was  given  to  the  pupils  of  the  high  school,  under  the  supervision  of  the  board  of 
school  commissioners,  and  many  of  the  pupils  of  Mrs.  Mercer's  young  ladies'  school  at- 
tended the  lessons  given  before  the  Ladies'  Educational  Association. 

Lessons  were  given  in  Farmington,  Conn.,  before  the  pupils  of  Miss  Porter's  school. 
In  Washington  some  of  the  lessons  were  attended  by  the  scholars  of  Park  and  Mount 
Union  Seminaries,  Miss  Ross'  and  Miss  Osborne's  schools,  the  pupils  of  the  city  normal 
and  high  schools,  of  the  Spencer  Business  College,  and  the  advanced  grammar  school. 

During  the  year  1881  a  class  from  Miss  Brown's  young  ladies'  school,  of  New  York, 
has  been  regular  in  its  attendance  at  the  school  of  cookery.  Two  comprehensive  lessons 
in  cookery  for  the  sick  and  convalescent  were  given  in  December,  1880,  to  the  pupils  of 
the  training  school  for  nurses  attached  to  the  New  York  Charity  Hospital. 

During  the  spring  and  early  fall  seasons  MissCorson  gives  lessons  outside  of  New  York, 
and  has  found  large  and  interested  audiences  at  Montreal,  Canada;  Washington,  D.  C. ; 
Indianapolis,  Ind. ;  Peoria,  111. ;  Cedar  Rapids,  Iowa;  Farmington,  Conn. ;  Syracuse,  N.  Y. ; 
Pittsfield,  Mass.,  and  Hartford,  Conn. 

Miss  Juliet  Corson  also  gives  the  following  account  of  her  work  during  the  past  two.or 
three  years: 

During  the  season  of  1880-'81  my  local  teaching  comprised  144  lessons  to  twelve 
private  classes  of  ladies,  where  the  attendance  numbered  120;  50  private  lessons  to  in- 
dividuals; 21  lessons  to  mixed  classes,  where  the  attendance  reached  the  number  of  150; 
17  public  lessons  to  cooks,  attendance,  166;  and  50  lessons  to  the  children  of  working  peo- 
ple, where  the  average  attendance  at  each  lesson  was  8.  One  of  the  private  classes  was 
composed  of  quite  young  ladies,  the  pupils  of  Miss  Annie  Brown's  school,  No.  22  West 
56th  street,  New  York. 

In  December,  1880,  I  gave  two  lessons  on  the  preparation  of  food  for  the  sick  and  con- 
valescent before  the  pupils  of  the  Training  School  for  Nurses  attached  to  the  Charity 
Hospital  of  New  York.  The  class  consisted  of  30  nurses;  the  commissioners  of  charities 
and  corrections  and  the  resident  and  visiting  physicians  of  the  public  institutions  on 
Blackwell's  Island  were  present. 

The  first  lessons  of  the  next  season  (1881-'82)  given  away  from  New  York  were  at  Pitts- 
field,  Mass. ,  for  the  Ladies'  Art  Association,  and  consisted  of  six  lessons  in  general  cook- 
ery to  the  ladies  of  the  town  and  the  pupils  of  Maplewood  Institute  for  Young  Ladies, 
the  attendance  being  about  100,  and  six  free  lessons  in  economical  cookery  to  working 
people,  with  an  average  attendance  of  50. 

The  second  course  of  outside  lessons  was  given  at  Hartford,  Conn. ,  under  the  auspices 
of  the  City  Mission,  Mrs.  Virginia  T.  Smith,  superintendent;  there  were  twelve  lessons  to 
ladies  at  Cheney  Building,  where  the  attendance  numbered  about  150,  and  twelve  free 
lessons  to  working  people  at  the  Morgan  Street  Mission,  to  a  class  of  about  50. 

At  the  close  of  March,  1881,  I  resigned  my  connection  with  the  charity  department  of 
the  New  York  Cooking  School,  and  continued  my  usual  line  of  instruction  as  in  previous 
years. 

In  April,  1881,  I  gave  twenty-four  lessons  to  ladies  at  Saint  Louis,  Mo.,  for  the  benefit 
of  the  Women's  Christian  Association  of  that  city;  the  average  attendance  was  about 
three  hundred  in  the  public  class  and  fifty  in  a  special  private  class.  The  president  of 
the  association,  Mrs.  C.  R.  Springer,  in  a  letter  dated  May  29,  1881,  says:  "We  cleared 
over  $1,200.  Have  any  people  done  better  financially  ?  "* 

From  Saint  Louis  I  went  to  Chicago,  111. ,  where  I  gave  one  lecture  on  Domestic  Econ- 
omy in  Fairbank  Hall,  one  free  evening  lesson  to  about  five  hundred  working  people, 
and  eighteen  public  lessons  to  ladies. 

In  May,  1881,  I  gave  six  lessons  to  ladies,  under  the  auspices  of  the  Diet  Dispensary 
of  Cleveland,  Ohio,  to  an  audience  of  about  one  hundred. 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  287 

In  the  same  month,  at  Northampton,  Mass.,  I  gave  seven  lessons  to  a  class  of  about 
one  hundred  and  fifty  ladies,  one  evening  lesson  to  the  students  of  Smith  College,  which 
was  attended  by  President  Seelye  and  the  faculty  of  the  college,  and  one  evening  lesson 
•to  working-people. 

In  June,  1881,  I  gave  six  lessons  in  cookery  for  invalids  to  the  pupils  of  the  New  York 
State  Training  School  for  Nurses,  in  Brooklyn,  Long  Island,  N.  Y. 

In  September  I  went  to  Concord,  Mass. ,  at  the  invitation  of  Miss  Ellen  T.  Emerson, 
and,  under  the  management  of  that  lady  and  Mrs.  Judge  Hoar,  I  gave  six  lessons  to 
ladies,  six  lessons  to  cooks,  and  six  free  lessons  to  working  people,  in  the  old  Concord 
school-house.  These  lessons  were  the  inaugural  series  of  the  Concord  Cooking  School. 

In  December,  1881,  I  accepted  the  invitation  of  Captain  R.  H.  Pratt,  U.  S.  A.,  to  visit 
the  government  Training  School  for  Indian  Youth,  at  Carlisle  Barracks,  Carlisle,  Pa. 
At  that  time  I  gave  a  course  of  lessons  to  the  Indian  girls,  some  of  whom  did  not  speak 
or  understand  English,  but  all  proved  attentive  and  intelligent  pupils. 

The  following  extract  from  the  paper  published  at  the  training  school  gives  the  local 
impression  of  the  result  of  the  lessons,  and  it  is  borne  out  by  subsequent  reports  from 
the  school,  received  from  Captain  Pratt  during  the  past  summer.  A  further  indication 
of  the  genuine  nature  of  the  interest  felt  by  the  Indian  girls  is  the  pleasure  thay  evinced 
when  I  promised  to  write  an  Indian  cookery-book  for  them.  They  at  once  began  to  make 
lists  of  their  cooking  utensils  and  food  supplies  for  my  guidance.  This  book  is  now  in 
hand.  The  following  is  the  extract  from  The  Big  Morning  Star: 

' '  We  were  indeed  glad  to  accept  Miss  Corson's  generous  offer  to  give  our  girls  a  course 
of  lessons  in  cookery.  Her  teaching  was  simple  and  practical,  and  admirably  adapted 
to  the  capacity  of  our  Indian  pupils.  A  table  was  placed  ready  for  the  lesson;  in  front 
of  it  were  grouped  the  girls,  and  back  of  it  stood  Miss  Corson,  calling  to  her  aid  from  time 
to  time  eager  volunteers  from  the  class.  Beginning  with  the  importance  of  absolute 
cleanliness  the  table  was  scoured,  the  utensils  to  be  used  were  rubbed  and  polished  until 
they  shone.  Only  such  materials  and  utensils  were  used  as  she  learned  from  the  girls 
they  could  get  at  their  homes.  Miss  Corson's  experience  at  the  New  York  School  of 
Cookery,  where  she  has  done  so  good  a  work  in  training  poor  children,  enabled  her  to 
use  such  simple  language,  such  telling  gestures  that  even  those  with  the  least  knowledge 
of  English  could  follow  and  understand  her  teaching.  Usually  she  had  two  or  three 
dishes  in  course  of  preparation  at  once.  A  little  girl  washed  potatoes,  rubbing  each  care- 
fully with  a  bit  of  rag,  and  deftly  imitating  Miss  Corson,  as  she  showed  her  how  to  pare 
a  ring  of  skin  from  each,  and  then  to  boil  them  just  long  enough,  so  that  they  should  be 
dry  and  mealy,  slipping  readily  from  their  loosened  jackets.  Meantime  another  girl 
peeled  more  potatoes,  and  following  her  teacher's  example  neatly  removed  a  thin, 
transparent  paring,  and  cut  out  defects,  and  while  she  did  it  the  whole  class  received  a 
lesson  in  avoiding  wastefulness.  After  each  step  in  the  lesson  Miss  Corson  questioned 
the  class  as  to  what  had  been  done  and  why  it  was  done.  In  this  way  from  plain  and 
meagre  materials  very  palatable  dishes  were  prepared.  It  was  a  most  interesting  sight; 
the  earnest  watchfulness  of  the  girls  who  looked  on;  the  self-important  little  airs  of  the 
girls  who  carried  out  the  lessons  as  they  bent  over  the  table  and  peered  into  the  sauce- 
pans bubbling  on  the  range.  They  made  soups  and  stews;  they  baked  and  broiled;  and 
even  the  much  maligned  frying-pan  was  brought  into  requisition,  as  Miss  Corson  taught 
them  that  it  was  possible  to  fry  things  without  making  them  greasy  and  indigestible,  As 
each  dish  was  prepared  she  told  them  what  other  materials  could  be  used  in  the  same 
way.  The  pleasure  of  the  girls  in  receiving  this  training  was  shown  by  their  expressions 
in  their  home  letters.  *  *  *  Miss  Corson  says  she  found  the  Indian  girls  as  quick, 
and  apt  and  enthusiastic  as  any  pupils  she  has  had.  The  desire  to  become  good  hou  sekeep- 
ers  became  more  eager  from  her  pleasant  teachings,  and  we  are  sure  that  when  she  comes 
again,  as  she  has  promised,  she  will  find  that  they  have  not  lost  what  they  learned,  and 
are  ready  to  go  on  as  far  as  she  will  take  them. ' ' 

The  New  York  season  of  1881 -'82  was  conducted  as  usual,  instruction  being  given  to 
both  ladies  and  cooks,  with  the  average  attendance  at  the  various  lessons.  During  this 
season  a  course  of  twelve  lessons  to  ladies  and  one  free  lesson  to  workingwomen  was 
given  at  the  Industrial  Restaurant,  No.  112  Lexington  avenue,  Brooklyn,  N.  Y.  The 
class  numbered  about  twenty. 

In  March,  1882,  a  course  of  six  lessons  in  cookery  for  invalids  was  given  before  the 
physicians  and  nurses  attached  to  the  nurses'  training  school  of  the  Brooklyn  City  Hos- 
pital, of  which  Mrs.  Seth  Low  is  president.  The  class  numbered  about  fifteen. 

In  April  a  course  of  seven  lessons  to  a  private  class  of  forty  ladies  was  given  in  Stam- 
ford, Conn.,  under  the  management  of  Mrs.  Schuyler  Merritt. 

It  affords  me  great  satisfaction  to  be  able  to  make  a  favorable  report  of  my  connection 
with  the  Lake  Erie  Female  Seminary,  at  Painesville,  O.  My  first  instruction  there  was 
given  in  the  form  of  a  course  of  six  lectures  on  food  and  digestion,  in  the  autumn  of 
1881,  which  were  attended  by  about  one  hundred  and  forty  of  the  pupils  of  the  seminary 


288  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

and  many  of  the  ladies  of  Painesville.  These  lectures  were  followed  by  a  course  of  prac- 
tical lessons  in  cookery  in  the  autumn  of  1882,  attended  by  the  entire  school.  The  young 
ladies  took  an  active  part  in  the  preparation  of  the  various  dishes,  and  the  most  excellent 
results  are  reported  by  Miss  Mary  Evans,  principal  of  the  seminary.  These  lessons  in 
cookery  form  part  of  the  regular  course  of  instruction  at  the  seminary. 

The  season  of  1882-'83  in  New  York  was  begun  in  November,  1882,  and  is  not  yet 
finished.  The  usual  instruction  is  being  given  to  ladies  and  cooks,  with  the  usual  suc- 
cess. My  labors  among  the  working-people  this  season  include  the  writing  of  a  "  Dietary 
for  Workingmen,"  published  in  the  workingmen's  paper,  the  DAILY  NEWS  of  New  York  ; 
the  revision  of  a  paper  on  Domestic  Economy  for  the  Charity  Organization  Society  of  New 
York  ;  the  teaching  of  soup  making  to  a  woman  chosen  by  Miss  McBryde,  of  the  Church 
of  the  Holy  Trinity  of  this  city;  this  soup  is  sold  to  the  poorer  members  of  the  church 
and  its  missions  at  the  cost  of  production.  I  am  also  giving  a  course  of  free  lessons  in 
economical  cookery  to  these  workingwomen  at  the  same  church. 

In  February  of  the  present  year  I  shall  give  a  course  of  six  lessons  at  Plainfield  and  at 
Morristown,  N.  J. ,  assisted  by  Mrs.  Thomas  H.  Taylor,  who  proposes  to  establish  a  cook- 
ing school  at  Plainfield. 

In  conclusion,  I  beg  leave  to  call  attention  to  a  series  of  articles  on  ' '  Dietetics, ' '  now  ap- 
pearing in  Harper's  Bazar;  the  subject  is  important,  and  has  not  yet  been  treated  in  an 
adequate  manner.  These  articles  will  be  republished  in  book  form,  probably  during  the 
present  year. 

JULIET  COESON, 
Superintendent  of  the  New  York  School  of  Cookery. 


THE  WOEK  OF  Miss  MAKIA  PARLOA  AS  A  TEACHER  OF  COOKEKY. 

INDIVIDUAL  WOKK. 

Each  year  the  interest  increases.  I  am  constantly  obliged  to  turn  away  applicants  for 
admission  to  private  classes.  The  public  lectures  were  never  better  attended,  but  I  am 
able  to  deliver  only  two  a  week;  so  much  of  my  time  is  occupied  in  giving  instruction 
outside  of  my  own  school.  During  the  past  year  I  have  lectured  thirteen  times  before 
the  ladies  of  Springfield  and  three  times  before  the  working- women  in  the  evening.  At 
these  lectures  there  were  large  audiences,  and  after  I  had  completed  my  work  in  the  city 
several  cooking  clubs  were  formed.  At  Lowell  I  gave  nine  lessons.  Much  interest  was 
manifested,  and  a  cooking  school  for  working-women  and  children,  with  a  few  classes  for 
ladies,  is  to  be  begun  this  month.  A  course  of  lectures  on  physiology,  hygiene,  and  nurs- 
ing was  arranged  for  the  working-women  of  Providence,  R.  I. ,  and  I  gave  three  talks  on 
cookery.  These  were  largely  attended,  about  500  people  being  present  at  one  on  market- 
ing. It  is  confidently  hoped  that  a  school  will  soon  be  established  in  Providence.  A 
resident  at  Manchester-by-the-Sea  employed  me  to  give  three  lectures  there  this  summer, 
and  at  the  close  of  the  series  there  was  a  call  for  more,  but  I  had  not  the  time  for  the 
lessons.  I  am  now  engaged  to  lecture  at  Taunton  and  expect  to  go  also  to  Worcester. 
At  Lasell  Seminary,  Auburndale,  the  work  goes  on  prosperously.  There  is  a  course  of 
twelve  lessons  during  the  school  year,  given  by  myself  on  alternate  Saturdays,  and  there 
are  practice  classes,  taught  by  the  wife  of  the  principal.  Last  year  there  was  but  one 
class,  but  there  are  now  three.  The  girls  take  a  deep  interest  in  this  study  and  demon- 
strate in  their  homes  their  ability  to  carry  out  the  instruction  received.  During  the  pres- 
ent term  is  to  be  introduced,  as  a  text  book,  '  •  The  First  Principles  of  Household  Manage- 
ment and  Cookery,  by  Maria  Parloa. ' '  Plans  have  been  drawn  for  a  model  practice- 
kitchen.  This  is  to  be  made  as  complete  as  possible,  so  that  in  one  school  at  least  have 
the  most  sensible  preparations  been  made  for  the  permanence  of  object  lessons  in  cookery. 

THE  BOSTON  COOKING  SCHOOL, 

which  was  started  about  three  years  ago  by  a  special  committee  of  ladies  from  the  Wo- 
man's Educational  Association  (under  whose  auspices  the  Harvard  examinations  for 
women  were  inaugurated,  and  the  Boston  Art  School  and  the  women's  department  at 
the  Massachusetts  Institute  of  Technology  were  established — and  they  are  now  success- 
fully carried  on),  is  doing  a  broad  work.  Here  there  are  classes  taught  by  Mrs.  D.  A. 
Lincoln,  whose  time  is  fully  occupied;  classes  of  ladies  and  cooks,  and  of  girls  from  the 
Horace  Mann  School  for  Deaf-Mutes.  A  normal  department  has  been  opened  this  year, 
in  which  I  am  the  teacher.  Already  a  number  of  pupils  in  this  department  have  been 
assured  of  situations  as  teachers  as  soon  as  they  are  prepared  to  accept  them. 

The  Boston  Cooking  School  has  established  branches  for  poor  women  and  children.  In 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  289 

1880  a  demonstration  lesson  was  given  on  one  evening  of  every  week,  and  several  prac- 
tice lessons  were  given  during  the  week.  This  branch  school  is  supported  entirely  by 
contributions.  Last  year  about  three  thousand  persons  were  present  at  the  lessons,  some- 
times more  than  two  hundred  women  attending  at  one  time. 

At  the  South  End  the  second  branch  was  started,  and  is  supported  by  ladies  of  the 
South  Congregational  Society.  Lessons  are  given  in  the  vestry  of  the  church.  Though 
there  is  as  yet  only  one  lesson  a  week  the  interest  grows  steadily.  These  schools  are 
doing  great  good  among  the  poor. 

OTHER  MATTERS. 

Miss  Joanna  Sweeney,  who  has  given  lessons  in  Boston  six  or  seven  years,  has  as  many 
private  classes  as  she  is  able  to  receive. 

Madame  Favier  continues  her  private  classes.  At  the  rooms  of  the  Young  Women's 
Christian  Association  there  are  classes  of  school  girls  on  Saturdays. 

It  thus  appears  that  the  interest  here  is  not  decreasing.  On  the  contrary  it  is  certain 
that  there  would  be  many  more  pupils  if  there  were  enough  competent  tea&hers. 

MARIA  PARLOA. 

Information  has  recently  been  received  from  Miss  Parloa  of  her  work  subsequent  to 
that  already  described.  It  is  as  follows: 

My  last  report  to  the  Bureau  of  Education  was  made  in  the  summer  of  1881,  when  I 
was  about  to  close  my  school  in  Boston,  after  a  pleasant  experience  of  four  years  in  it, 
and  seek  a  new  field.  In  the  fall  I  went  West,  and  gave  courses  of  six  lectures  or  lessons 
at  Chicago,  111,  twelve  at  Evanston,  in  the  same  State,  and  twelve  at  Milwaukee,  Wis. 
The  interest  taken  in  my  work  was  not  so  great  as  I  had  expected,  although  before  the 
courses  were  finished  it  increased  considerably.  Returning  in  the  spring  to  the  East, 
and  visiting  New  York,  I  gave  a  series  of  lessons  under  the  auspices  of  the  New  York 
Cooking  School.  The  audiences  were  large,  and  much  interest  was  manifested.  This 
work  occupied  Mondays  and  Tuesdays;  on  the  other  days  of  the  week  I  lectured  twice 
at  West  Winsted,  Conn.,  and  twice  at  Waterbury,  and  the  patronage  of  both  series  was 
gratifying.  In  a  month's  time  there  were  given  ten  lessons  in  New  York,  six  in  Win- 
stead,  and  seven  in  Waterbury.  At  the  end  of  these  engagements  a  call  to  Buffalo,  N.  Y. . 
took  my  attention.  Ladies  of  that  city  had  arranged  two  courses  of  lectures,  one  for  the 
morning,  for  the  benefit  of  themselves  and  their  friends,  and  the  other  for  the  evening, 
for  cooks.  Plans  also  were  made  for  three  special  evening  lectures  to  working  people. 
In  the  three  weeks  of  my  stay  in  Buffalo  I  gave  thirty-three  lessons.  At  all  times  the 
attendance  was  large,  but  it  was  particularly  large  at  three  free  lectures,  when  it  was 
necessary  to  turn  hundreds  of  persons  away,  and  at  the  lecture  on  marketing,  which  was 
so  popular  that  it  was  repeated,  by  request,  in  a  more  spacious  hall.  At  one  lecture  in 
Buffalo  the  audience  numbered  nine  hundred.  Much  hope  was  expressed  that  a  perma- 
nent school  of  cookery  would  be  established,  but  I  think  it  has  not.  From  Buffalo  I 
went,  early  in  May,  to  Orange,  N.  ,1.  Both  there  and  at  Newark  I  gave  six  lessons,  two 
a  week  at  each  place.  The  other  days  of  the  week  I  spent  at  the  Charity  Hospital, 
BlackwelFs  Island,  New  York,  giving  instruction  in  sick-room  cookery  to  the  nurses 
and  young  physicians  connected  with  the  hospital  and  the  training  school  for  nurses. 
It  was  June  before  this  labor  was  finished.  In  the  early  summer  I  prepared  additional 
matter  for  my  u  First  Principles  of  Household  Management  and  Cookery"  and  then 
gave  at  Windsor,  Vt. ,  a  course  of  leetures  arranged  by  Miss  Mary  Evarts.  At  all  lectures 
general  information  is  given  in  regard  to  kitchen  work  and  cookery  and  dishes  are  made 
in  the  presence  of  the  audience. 

During  my  stay  in  New  York  I  became  impressed  by  the  vastness  of  the  field,  the  great 
need  of  work  and  the  desire  for  knowledge,  and  so,  abandoning  plans  made  for  a  Euro- 
pean trip  for  purposes  of  study,  I  determined  to  establish  a  practice  school  in  the  metrop- 
olis of  the  country.  I  hoped  to  live  to  see  cooking  schools  as  practically  and  firmly 
founded  in  New  York  as  in  Boston.  This  I  say  not  of  any  local  pride,  but  because  the 
work  has  received  careful  attention  there  for  many  years  and  has  grown  steadily  on  this 
account,  so  that  it  is  now  on  a  sure  foundation,  and  appears  likely  to  go  on  forever. 

Having  leased  the  house  No.  222  East  17th  St.,  New  York,  for  a  long  term,  I  have  had 
it  so  altered  and  furnished  as  to  be  commodious  in  every  way  for  my  purposes.  Espe- 
cially is  it  bright  and  inviting,  so  as  to  enhance  the  attractiveness  of  the  work  to  be  done. 
School  was  opened  October  30,  and  every  week  there  are  given  two  public  demonstration 
lessons.  Thus  far  these  have  been  well  attended.  There  are  several  practice  classes,  in 
which  the  ladies  do  the  work.  Some  of  these  I  teach  and  some  are  taught  by  my  assist- 
ant. The  ladies  who  patronize  the  lectures  and  classes  are  of  all  ages,  from  the  young 
girl  to  the  white-haired  matron,  and  a  gratifying  fact  is  that  many  report  successful 
work  at  home.  The  nurses  of  the  training  school  of  the  New  York  Hospital  are  soon  to 

S.  Ex.  25, 19 


290  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

begin  taking  a  course  of  private  lessons  in  cooking  for  the  sick.  I  have  lately  given  a 
series  of  lectures  at  Albany,  N.  Y.,  and  two  lessons  at  Orange,  N.  J.,  for  the  benefit  of  a 
hospital.  This  week  I  begin  a  course  of  twelve  lessons  at  New  Haven,  Conn. 

And  so  the  work  goes  on.  The  school,  as  was  the  case  in  Boston,  is  entirely  under 
my  own  management  and  maintenance.  The  expenses  of  the  establishment  are  heavy 
enough  to  preclude  my  doing  such  charitable  work  as  I  would  like  to  do  and  as  is  possible 
in  those  schools  which  are  partly  supported  by  subscriptions.  The  real  need  of  the 
country,  as  I  wrote  you  in  1879,  is  a  national  training  school  of  cookery,  where  women 
and  girls  could  receive  a  thorough  education  in  physiology,  chemistry,  hygiene,  and  cook- 
ery. No  private  enterprise  could  give  the  same  return  as  such  a  national  school.  When 
we  have  an  institution  of  this  kind,  whose  benefits  are  within  reach  of  persons  of  small 
means,  the  work  will  go  forward  as  it  should. 


REPORT  ON  COOKING  SCHOOLS  IN  THE  SOUTH. 

WASHINGTON,  May  9,  1881. 

SIB  :  Cooking  schools  at  the  North  have  long  since  justified  their  existence,  but  that  the 
South  had  room  for  them,  or  that  it  would  even  allow  them  foothold,  had  been  doubted 
by  all  who  imagine  they  knew  southern  characteristics  and  the  inherited  inaptitude  lor 
personal  labor  of  any  sort. 

UA  cooking  school  in  the  South !  It  can't  be  done;"  insisted  wise  heads  when  the 
project  was  first  unfolded.  Prejudice  will  be  too  strong  for  you.  Old  conditions  are 
powerful  enough  still  to  make  peisonal  labor  a  degradation,  and  you  will  not  find  a 
dozen  people  enlightened  enough  to  care  for  or  understand  the  Arirtue  in  such  an  under- 
taking." 

SCHOOL  AT  KALEIGH. 

In  the  mean  time  the  said  undertaking  was  progressing  at  Raleigh,  N.  C.,  with  as 
much  energy  as  was  consistent  with  the  modes  of  wrork  prevalent  there.  The  head 
of  a  flourishing  school  for  girls  located  at  that  point — a  man  of  unusual  energy  and 
in  many  points  of  advanced  ideas  upon  education — had  decided  upon  introducing  the  new 
branch,  and  a  large  and  airy  class  room,  fitted  up  in  the  best  manner  with  every  needed 
appliance  for  successful  lessons,  was  organized.  A  few  indorsed  the  movement,  but  for 
the  most  part  it  was  regarded  from  the  standpoint  of  the  old  Israelites — a  standpoint  as 
popular  to-day  as  then — ' '  all  they  that  passed  by  did  wag  their  heads  for  scorn. ' '  With 
the  1st  of  October,  1879,  the  course  began,  a  class  being  formed  from  the  very  few  in  the 
city  who  had  become  interested,  while  two  lessons  weekly  were  given  in  the  school  it- 
self. The  names  from  this  source  had  come  in  slowly,  seven  only  expressing  any  will- 
ingness to  ' '  take, ' '  and  even  these  hesitating  and  doubting  if  they  were  not  in  some  mys- 
terious manner  to  be  betrayed  into  ' i  niggers'  work. ' ' 

The  first  lesson  settled  this  question.  The  class  quadrupled  and  had  to  be  limited  as 
to  numbers,  and  from  October  to  May  worked  not  only  steadily  but  enthusiastically,  ac- 
complishing far  more  than  had  been  expected  for  it.  Utterly  ignorant  as  most  of  them 
were  in  the  beginning,  and  requiring  to  be  taught  details  which  come  by  intuition  to  the 
New  England  girl,  within  four  months  they  were  able  to  give  a  supper  to  the  trustees  of 
the  school,  not  so  elaborate  in  character  as  perfect  in  preparation,  and  at  the  end  of  the 
session  each  one  was  mistress  of  certain  points  which  must  inevitably  redeem  any  home 
she  enters  from  the  curse  of  food  ruined  in  the  preparation.  To  make  the  best  bread, 
brown  and  white,  boil  a  potato  perfectly,  make  coffee  and  tea  as  perfectly,  and  roast  or 
broil  or  stew  the  rather  dubious  meat  supply  in  the  best  and  most  savory  way,  may  seem 
a  small  accomplishment,  unless  one  knows  something  of  what  the  southern  dietary  is, 
and  has  tested  personally  all  the  miseries  involved  in  three  meals  daily  of  saleratus-bis- 
cuit  or  corn-pone,  and  bacon  or  beef  fried  to  the  consistency  and  flavor  of  old  leather. 
Beginning  with  the  southern  antipathy  to  cold  bread,  the  class  quickly  found  that  the 
amount  prescribed  for  the  lesson  was  by  no  means  sufficient  to  meet  the  demand  for  it, 
and  a  keen  rivalry  began  as  to  who  should  make  the  handsomest  loaf.  Household 
science  generally  made  part  of  the  course.  Familiar  talks  and  papers  on  all  phases  of 
this  subject  stimulated  interest,  and  in  addition  a  topic  was  given  weekly — usually  the 
history  of  some  ingredient  in  the  day's  lesson.  As  the  line  of  work  came  to  be  under- 
stood, inquiries  came  from  various  parts  of  the  State  as  to  its  practicability  and  success. 
The  classes  for  the  towns-people  had  been  well  filled  by  enthusiastic  learners,  and  in 
three  months  the  " Raleigh  cooking  school"  had  no  further  need  to  question  its  future, 
but  knew  itself  an  assured  success. 

Some  45  lessons  were  given  in  the  school  girls' six  months' course,  a  written  examination 
ending  it,  and  certificates  of  degrees  of  proficiency  being  given.  Three  courses  of  twelve 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  291 

lessons  each  were  given  to  ladies'  classes  from  the  city,  and  in  March,  1880,  a  course  was 
a.lso  given  to  a  large  class  in  Charlotte,  N.  C.,  and  arrangements  were  made  for  organizing 
a  school  at  Staunton,  Va. 

COOKEEY  FOE  THE  DEAF  AND  DUMB. 

So  recent  is  the  interest  in  the  questions  of  the  education  of  the  deaf  and  dumb,  that 
to  prove  them  susceptible  of  training  at  all  has  seemed  a  sufficient  accomplishment. 
Each  institution  has  had,  in  addition  to  the  regular  school  course,  its  set  of  workshops, 
and  the  poorer  boys,  to  whom  some  trade  is  a  necessity,  have  learned  basket  and  broom 
making,  carpentering,  &c. ,  while  the  girls  have  been  taught  mattress  making  and  sew- 
ing in  general,  as  the  only  occupation  open  to  them.  For  these  girls,  hedged  in  on  every 
si  tie,  I  would  speak  as  in  all  senses  more  helpless,  and  appealing  even  more  strongly  than 
their  brothers  for  training,  and  for  some  more  potent  weapon  of  defence  in  their  journey 
through  the  world  than  the  needle  has  ever  proved. 

Before  giving  details,  there  are  several  points  to  be  considered,  one  or  two  of  which  are 
urged  as  objections  to  any  general  adoption  of  the  new  system. 

Necessarily,  institutions  for  the  deaf  and  dumb  must  be  filled  with  pupils  from  the 
lower,  and  often  from  the  lowest,  grades  of  society.  Poverty,  drunkenness,  and  disease 
own  these  unfortunates  as  offspring,  and  to  many  of  them,  gathered  in  from  poorhouses 
and  jails,  or  from  homes  where  deepest  want  and  degradation  have  ruled,  the  first  knowl- 
edge of  plentiful  and  wholesome  food,  of  personal  cleanliness,  of  kindness,  or  of  any 
sense  of  brightness  in  life  comes  from  their  introduction  to  the  asylum. 

But,  however  clouded  their  intelligence,  they  prove,  almost  Without  exception,  easily 
guided,  keenly  susceptible  to  sympathy,  and  reaching  out  with  intense  eagerness  for  any 
clew  to  the  unknown  life  about  them.  No  one  who  has  worked  among  them  can  be  in- 
sensible to  the  demand  made  by  these  shut-in  souls,  whose  only  avenue  to  understanding 
is  the  eye,  and  whose  very  presence  is  an  appeal  for  all  the  light  and  help  we  may  give. 

So  long  as  the  asylum  offers  them  a  home,  they  are  secure;  but  when  the  term  of  years 
in  which  the  State  provides  for  them  has  expired,  what  is  the  outlook?  One  or  two, 
perhaps  more,  from  each  graduating  class,  are  likely  to  become  teachers;  but  the  field  is 
a  limited  one,  and  only  very  unusual  intelligence  admits  of  this  possibility.  A  few  others, 
from  prosperous  or  comfortable  homes,  will  return  to  be  cared  for  by  parents,  till  the 
chances  and  changes  of  life  turn  them  over  to  the  uncertain  mercies  of  their  nearest  rela- 
tives. But  the  large  maj  ority  are  homeless,  and  must  depend  upon  themselves.  To  such, 
only  positions  as  seamstresses  or  nurses  are  open.  For  the  latter  field  they  are  in  many 
points  unfit,  while  the  former  is  already  overcowded. 

Work  for  women  is  in  all  cases  hard  to  find  and  poorly  paid.  If  this  be  so  where  full 
faculties  go  begging  for  it,  how  doubly  is  it  so  where  communication  must  always  be 
limited  and  hampered,  and  where  training  grudgingly  given  to  the  best  fitted  recipient 
Avould  be  withheld  altogether  from  these,  because  demanding  time  and  patience  beyond 
the  will  of  the  employer. 

Household  service  suggests  itself  as  the  only  opening.  But  the  instinctive  prejudice 
against  manual  or  rather  menial  labor  which  seems  the  American  woman's  instinct  crops 
out  as  strongly  in  the  deaf-mute  as  in  the  shop  girl,  who  would  rather  stand  fourteen 
hours  daily  behind  a  counter  than  one  hour  behind  a  cooking  stove  or  wash  tub.  This 
prejudice,  too  deeply  rooted  at  the  North,  is  intensified  at  the  South  by  every  influence 
of  inheritance  and  present  surroundings.  Until  a  new  sense  of  the  dignity  of  labor  has 
reached  the  masses  in  the  only  way  possible,  that  is  through  its  indorsement  by  the  bet- 
ter class,  the  work  of  overcoming  such  prejudice  will  be  difficult  and  well-nigh  impossible. 

The  perplexed  philanthropist  who  has  studied  the  limitations  of  his  work  dismisses 
the  matter  as  settled  when  he  has  said,  "  Let  them  become  cooks  or  housekeepers."  He 
leaves  the  topic  with  the  comfortable  sense  that  ' '  fiat  cooks  "  is  as  potent  a  watchword 
as  ' '  fiat  money ' '  to  the  Greenback ers. 

No  popular  delusion  is  more  deeply  rooted  than  the  idea  that  all  women  take  as  in- 
stinctively to  housekeeping  as  a  duck  to  water.  The  bookkeeper,  the  merchant,  the 
artisan  admits  the  necessity  of  preliminary  training,  and  submits  to  the  inevitable  ap- 
prenticeship with  a  patience  born  of  the  knowledge  that  only  by  and  through  training 
can  any  successful  result  be  accomplished.  But  that  the  myriad  details  of  housekeep- 
ing— the  ordering  of  a  home — the  preparation  or  direction  of  the  preparation  of  food, 
demand  anything  more  than  some  instinctive  sense  is  seldom  admitted,  such  sense  being 
supposed  to  come  at  the  required  time,  whether  previously  developed  or  not.  Women 
themselves  are  partially  responsible  for  this  theory,  and  announce  that  given  a  home  any 
woman  can  oversee  its  details. 

On  this  theory  girls  remain  untaught,  even  where  teaching  would  be  easy.  But  it  is 
always  harder  to  do  justly  than  to  love  mercy,  and  always  more  work  is  involved  in 
teaching  unskilled  hands  than  in  using  one's  own.  And  even  where  there  is  an  honest 


4 
292  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

intention  to  teach  days  and  months  slip  hy.  Any  time  will  do,  and  "  any  time  "  ends 
in  no  time.  If  this  is  the  case  where  teaching  would  be  comparatively  easy,  how  much 
more  so  where  limited  capacity  and  hopelessness  of  full  communication  and  understand- 
ing still  further  complicate  the  work. 

The  home  thus  giving  no  surety  of  such  training,  and  the  homeless  having  even  less 
possibility  of  the  desired  knowledge,  the  State  must  provide  some  means  by  which  its 
wards  may  be  saved  from  finally  returning  upon  its  hands  as  paupers.  But  the  limita- 
tions of  work  already  referred  to  have  made  the  question  a  perplexing  and  baffling  one 
to  all  who  have  sought  its  solution. 

The  solution  must  be  found  in  opening  up  new  and  suitable  avenues  of  employment, 
and  of  these,  scientific  and  practical  cookery  offers  one  of  the  most  useful  and  appro- 
priate. 

A  year  of  quiet  work  in  a  class  of  ten,  in  the  Institute  for  the  Deaf  and  Dumb,  at 
Raleigh,  N.  C.,  has  shown  what  can  be  accomplished  in  a  new  industry,  which,  it  has 
now  been  demonstrated,  may  form  a  part  of  the  ordinary  school  training  without  inter- 
ference with  the  nsual  course  or  any  lengthening  of  the  time  required  for  its  comple- 
tion. 

With  the  establishment  and  full  success  of  the  South  Kensington  Cooking  School,  fol- 
lowed shortly  with  equal  success  by  those  of  New  York  and  Boston,  came  the  thought 
to  one  of  the  trustees  of  the  North  Carolina  Institute  for  the  Deaf  and  Dumb,  that  such 
schools  might  be  a  possibility  for  them.  He  was  a  man  of  broad  culture  and  strong  hu- 
manity, with  whom  thought  and  action  marched  hand  in  hand.  No  time  was  lost  in 
suggesting  the  innovation,  but  in  a  conservative,  slow-moving  community,  hampered  by 
legislative  stupidity,  always  more  ready  to  work  for  future  election  than  for  public  good, 
it  was  a  long  and  tedious  process.  Aided  at  last  by  the  warm  cooperation  of  the  prin- 
cipal, and  stimulated  by  the  fact  that  a  cooking  school  had  been  projected  and  organized 
in  connection  with  a  large  and  liberally  managed  school  for  girls,  known  as  Peace  Institute, 
the  necessary  steps  were  at  last  taken.  A  room  was  fitted  up  with  all  essential  appoint- 
ments, and  the  superintendent  of  the  Raleigh  Cooking  School,  the  first  one  in  the  entire 
South,  was  called  upon  for  a  course  of  lessons. 

Beginning  with  many  misgivings  as  to  their  success,  yet  with  a  faith  that  could  not 
doubt  their  practicability  for,  at  least,  the  most  intelligent  of  the  class,  a  month  had  not 
passed  before  suspense  gave  place  to  certainty.  The  class,  the  ten  members  of  which 
were  chosen  from  among  the  most  intelligent  pupils,  was  still  of  varying  capacity.  One 
or  two  were  slow  to  understanda  and  awkward  in  execution.  But  the  dullest  face  bright- 
ened as  the  lesson  began.  The  least  movement  of  the  teacher  was  copied  with  Chinese 
minuteness.  To  a  portion  of  the  class,  coming  from  homes  where  bacon  and  saleratus 
biscuit  or  corn-pone  had  been  the  chief  diet,  and  where  the  range  of  cooking  utensils 
are  as  limited  as  the  food  supply — not  only  the  appointments  of  the  room,  but  the  arti- 
cles to  be  cooked,  were  all  mysteries.  They  were  soon  mastered,  however.  The  quick 
eyes  and  ready  hands  speedily  took  possession  of  the  new  knowledge.  A  young  teacher, 
chosen  as  interpreter,  made  all  questionable  points  plain,  and  by  her  own  carel'ul  prepa- 
ration of  her  class-book  gave  a  model,  which  all  followed  with  greater  or  less  success. 
Immediate  objections  were  made  by  some  of  the  parents,  who  looked  upon  the  new  de- 
parture as  something  designed  to  degrade  their  children,  and  who  protested  loudly  that 
they  should  not  do  ' '  niggers'  work. ' '  But,  as  representatives  of  the  best  families  had 
been  chosen,  this  statement  sufficed  to  quiet  them,  and  the  rapidly  growing  interest  of 
the  girls  themselves  completed  the  work. 

Realizing  that  a  portion  of  the  system  in  use  in  the  practice  class  of  the  cooking  school 
proper  must  be  set  aside  here,  and  that,  with  these  limited  intelligences,  the  physiology 
and  chemistry  of  food  could  find  little  or  no  place,  it  became  the  superintendent's  aim 
to  form  a  set  of  lessons  which  should  include  chiefly  simple  and  economical  dishes  per- 
fectly prepared,  and  thus  to  lay  a  foundation  on  which  each  might  build  as  circumstances 
might  indicate.  To  this  end  breadmaking  in  all  its  forms,  the  best  cooking  of  meats 
and  ordinary  vegetables  and  simple  sweets,  made  up  the  greater  part  of  the  work.  So 
unexpected  were  the  results  that  within  three  months  the  class  prepared  the  largest  por- 
tion of  a  supper  for  the  trustees,  the  delicate  quality  and  serving  of  which  were  the  best 
answer  to  any  doubt  that  may  still  have  lingered  as  to  the  efficacy  of  the  new  system. 

With  the  close  of  the  session  in  June,  1880,  ten  young  girls  left  the  institute  with  a 
well  tested  and  established  knowledge  of  principles  in  cookery,  which  will  in  time  redeem 
whatever  home  they  may  enter  from  the  curse  of  the  inevitable  ill-health  and  conse- 
quent ill-regulated  thought  entailed  by  the  wretched  cookery  of  the  past.  With  her  own 
hands  each  one  had  made,  often  enough  to  assure  future  certainty,  bread,  both  white  and 
brown;  coffee  and  tea;  had  broiled  a  steak,  and  prepared  meats  in  various  ways — good 
soups  and  simple  desserts — besides  solving  the  mystery  of  cooking  perfectly  a  boiled  po- 
tato. Two  or  three  of  the  class  showed  a  special  aptitude  for  the  work,  and  having 
learned  to  their  surprise  that  a  lady  could  handle  pots  and  pans,  yet  remain  a  lady,  are 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  293 

ready  now  for  places  from  which  a  year  ago  they  would  have  shrunk.  Small  as  this 
entering  wedge  may  seem  its  effects  are  incalculable.  The  cooking  school  means  for  the 
future  of  each  pupil  the  largest  result  from  the  smallest  expenditure;  a  knowledge  which 
will  make  the  cheapest  and  simplest  food  savory  and  palatable,  and  which,  carried  out, 
must  end  much  of  the  chronic  dyspepsia  and  general  ill-health  from  which  all  suffer. 
Household  labor  dignified,  its  appliances  made  more  perfect,  and  delicacy  and  order  and 
daintiness  ruling,  in  place  of  the  dirt  and  wild  confusion  supposed  to  be  the  inseparable 
concomitants  of  all  southern  kitchens,  a  new  race  of  servants  will  arise,  and  the  genera- 
tion of  old  family  servants,  last  passing  away,  and  whose  loss  is  daily  mourned,  will  be 
replaced  by  a  class  to  whom  waste  will  be  wTell-nigh  impossible,  and  who  will  revolu- 
tionize old  fashions,  not  by  destruction  but  by  reconstruction.  Comfortable  and  ade- 
quate support  need  never  fail  the  owner  of  this  knowledge,  and  bondage  to  the  needle 
will  cease  once  for  all.  The  session  of  1880-' 81  has  had  a  building  specially  adapted  to 
the  purpose,  the  former  one  being  slightly  cramped,  and  a  larger  class  were  allowed  the 
advantage  of  the  course,  an  assistant  trained  last  year  having  taken  efficient  charge  of  it. 
The  work  is  only  in  its  infancy,  but  gives  fullest  promise  of  vigorous  growth,  and  it  is 
the  superintendent's  earnest  wish  and  hope  that  it  may  not  be  confined  to  the  Kaleigh 
Institution,  but  may  be  attempted  in  others. 

COOKING  SCHOOLS  AT  STAUNTON,   VA.,    AND  WASHINGTON,    D.    C. 

The  school  at  Staunton,  Va.,  opened  the  1st  of  November,  1880,  and  continued  to 
April  1, 1881,  some  forty  lessons  having  been  given  to  a  class  of  about  30  school  girls,  and 
one  course  to  a  ladies'  class.  While  retaining  the  general  oversight  of  these  schools,  the 
headquarters  of  the  superintendent  will  be  hereafter  in  Washington,  the  Washington 
School  of  Cookery  having  been  formally  opened  at  1323  H  street,  northwest,  the  workings 
of  which  will  be  on  much  the  same  plan  as  the  Boston  Cooking  School,  though  modified 
by  experience  of  special  needs.  A  diet  kitchen  has  also  been  organized  in  connection  with 
the  school,  and  Washington  will,  it  is  believed,  admit  of  as  representative  work  as  has 
been  accomplished  in  other  cities.* 

Beginning  work  in  this  field  with  the  intention  of  using  Miss  Corson's  system,  it  was 
very  soon  found  impracticable.  It  demands  the  choicest  supply  our  large  city  markets 
can  afford,  and  the  meat  dishes  have  too  characteristic  a  French  flavor  to  be  liked  by 
those  unaccustomed  to  French  cooking.  Miss  Corson's  admirable  clearness  of  statement 
and  dexterous  handling  can  always  be  imitated  to  advantage,  but  practical  work  is  better 
accomplished  on  Miss  Parloa's  theories.  My  ow*n  course  based  itself  more  and  more  on 
my  experience  as  a  housekeeper,  both  at  South  and  North,  and  aimed  at  last  simply  to 
utilize  to  the  best  advantage  the  food  supply  of  the  place  in  which  work  must  be  done, 
with  a  constant  effort  to  improve  the  nature  of  that  supply,  though  the  difficulties  hedg- 
ing about  not  only  this  but  many  other  features  of  the  work  are  more  than  it  is  worth 
while  to  consider  here. 

Finding,  as  before  stated,  no  manual  which  met  the  need  of  classes,  it  became  neces- 
sary to  prepare  one;  and  the  publishers,  Messrs.  Fords,  Howard  &  Hulburt,  of  New  York, 
issued  in  February  of  the  present  year  ' '  The  Easiest  Way  in  Housekeeping  and  Cooking, ' ' 
adapted  to  domestic  use  or  study  in  classes.  In  this  I  have  aimed  to  cover  the  ground 
constantly  talked  over  in  all  my  class-work,  and  in  small  space  to  make  a  practical 
hand-book  of  household  science.  There  are  many  most  excellent  authorities  for  the 
trained  housekeeper,  Marian  Harland,  Mrs.  Henderson,  Miss  Parloa,  and  many  others 
having  made  trustworthy  and  valuable  books,  but  still  not  adapted  to  class  use. 

Interest  is  spreading  so  steadily  that  cooking  schools  must  shortly  be  found  in  every 
city,  North  or  South,  where  real  progress  is  known,  and  the  cooking  school  should  and 
must  include  some  knowledge  of  domestic  science  both  in  detail  and  as  a  whole. 

HELEN  CAMPBELL, 
Superintendent  of  the  Washington  School  of  Cookery, 

1323  H  Street,  Northwest. 

Hon.  JOHN  EATON, 

Commissioner  of  Education. 

*The  cooking  school  in  Washington  is  in  a  prosperous  condition.  It  is  composed  of  mission 
classes,  a  diet  kitchen,  and  pay  classes.  The  latter  are  for  (1)  cooks,  (2)  nvirses,  acd  (3)  ladies.  The 
mission  classes  arc  conducted  by  Miss  Lizzie  Gammill;  the  diet  kitchen  and  pay  classes  by  Mrs.  R. 
A.  Baker.  Mrs.  A.  L.  Woodbury  has  a  supervision  of  the  school,  and  makes  it  a  place  for  the  free 
instruction  of  the  poor  children  of  the  city  in  this  branch  of  household  economy. 


294  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

NEW  CENTURY  EVENING  CLASSES  FOR  WOMEN. 

The  evening  classes,  conducted  by  members  of  the  New  Century  Woman's  Club  of 
Philadelphia,  include  the  following:  Monday,  German;  Tuesday/ cutting  and  fitting, 
sewing,  physiology,  elocution,  French ;  Wednesday,  arithmetic,  literature ;  Thursday, 
cooking;  Friday,  book-keeping,  writing,  German,  spelling7;  Saturday,  French,  grammar. 
The  subjoined  letter  explains  fully  the  origin  and  management  of  these  classes : 

PHILADELPHIA,  January  29,  1883, 

1112  Girard  Street. 

DEAR  SIR  :  Your  letter  received  in  regard  to  New  Century  Evening  Classes  for  Women 
in  Philadelphia. 

These  classes  were  started  last  winter,  as  an  experiment,  by  a  few  of  the  members  of 
the  New  Century  Woman's  Club  of  Philadelphia.  They  are  offered  only  to  persons  of 
limited  means,  whose  day  hours  are  occupied.  The  rooms  of  the  club  house  are  used 
for  class-rooms,  and  the  teaching  is  done  mainly  by  club  members.  A  few  of  the  studies 
cost  from  5  to  10  cents  a  lesson  ;  but  the  rule  is  50  cents  for  24  lessons.  The  class  of  ap- 
plicants ranges  from  house  servants,  laundresses,  &c.,  up  to  teachers,  a  large  proportion 
being  saleswomen,  clerks,  cash-girls,  &c.  Last  winter  we  had  226  pupils ;  this  season, 
over  400;  and  the  demand  for  such  instruction  being  larger  than  we  can  supply,  the  press- 
ure has  resulted  in  the  opening  of  several  other  such  centers,  working  on  precisely  the 
same  basis. 

Several  of  the  higher  branches  are  not  so  superfluous  as  might  at  first  appear,  French, 
and  especially  German,  being  much  in  demand  in  stores.  Embroidery  is  used  in  making- 
articles  for  sale,  drawing  directly  put  to  designs  for  embroidery,  illuminating,  &c. 

The  attendance  after  the  first  week  or  two,  in  which  a  few  drop  out  and  are  seen  no 
more,  is  remarkably  'steady,  and  we  think  it  an  encouraging  fact  that  so  many  young 
women  are  willing,  after  a  day  of  hard  work,  to  devote  the  evening  to  mental  improve- 
ment. 

In  connection  with  the  classes,  a  course  of  Saturday  lectures  to  women  is  in  progTess, 
chiefly  on  domestic  subjects — "How  to  wash  the  baby,"  "How  to  cook  for  the  sick," 
"What  to  do  till  the  doctor  comes, "  &c.  We  have' also  just  started  a  society  called 
MThe  New  Century  Women's  Guild,"  with  parlor,  library,  magazines,  music,  &c.,  to  be 
always  open  to  members  at  cost  of  $1  a  year,  as  a  place  of  recreation  and  also  a  center 
for  whatever  projects  in  the  interests  of  women  may  grow  out  of  it. 
Yours,  respectfully, 

ELIZA  S.  TURNER. 
Chairman  Committee  an  Evening  Classes  in  New  Century  Club. 

Hon.  JOHN  EATON, 

Commissioner  of  Education. 


APPENDIX    F. 

INSTRUCTION  IN  CHEMISTRY  IN  INSTITUTIONS  ENDOWED  WITH  THE 
NATIONAL  LAND  GRANT  WHICH  HAVE  SPECIAL  COURSES  IN  CHEM- 
ISTRY. 

[Principally  from  Circular  of  Information  No.  6,  1880.] 

UNIVEKSITY  OF  CALIFOENIA. 

To  students  in  the  classical  course  lectures  upon  chemistry  are  delivered  during  the 
first  half  of  the  junior  year.  Students  in  the  literary  course  take  chemistry  both  in  the 
lecture  room  and  the  laboratory  throughout  the  sophomore  year  and  may  continue  it  as  an 
elective  in  the  first  junior  term. 

In  the  several  scientific  departments  a  course  of  general  and  theoretical  chemistry  is 
given  during  the  latter  half  of  the  freshman  and  the  whole  of  the  sophomore  year.  It 
embraces  the  elements  of  both  inorganic  and  organic  chemistry,  and  includes  lectures, 
recitations,  and  laboratory  work.  The  last  is  of  an  elementary  character.  In  the  college 
of  mining,  analytical  chemistry,  both  qualitative  and  quantitative,  is  studied  through  the 
j  unior  and  senior  years.  In  the  college  of  agriculture  the  advanced  lectures  to  the  juniors 
are  also  given,  together  with  a  course  upon  organic  chemistry  in  the  senior  year.  Chemi- 
cal analysis,  with  its  special  bearings  upon  agriculture,  is  carried  through  both  the  junior 
and  the  senior  classes,  and  the  juniors  have  also  special  instruction  in  agricultural  chem- 
istry. In  the  college  of  chemistry  the  entire  four  years'  course  of  study  leading  to  a  de- 
gree is  as  follows: 

Freshman  year, — Algebra,  solid  geometry  and  conic  sections,  trigonometry,  analytical 
geometry,  rhetoric,  composition,  French  or  German,  and  elementary  chemistry. 

Sophomore  year. — German  or  French, physics,  inorganic  and  analytical  chemistry,  blow- 
pipe analysis,  general  botany,  industrial  botany,  and  descriptive  geometry. 

Junior  year. — History,  zoology,  political  economy,  surveying,  physics,  analytical 
chemistry,  mineralogy,  and  theoretical  chemistry.  . 

Senior  year. — Physiological,  analytical,  and  organic  chemistry,  metallurgy,  mineralogy, 
assaying,  geology,  physical  laboratory,  and  thesis. 

Students  taking  this  course  spend  at  least  fifteen  hours  a  week  in  the  laboratory  dur- 
ing the  j  unior  year  and  twenty  hours  a  week  during  the  senior  year.  Practical  instruc- 
tion in  electrometallurgy  is  given  to  such  students  as  desire  it.  Special  students  in  chern-  • 
istry  are  received. 

The  1  aboratories  are  open  daily,  including  Saturdays.  The  room  for  quantitative  analy- 
sis has  accommodations  for  thirty-two  students.  Adjoining  it  are  the  laboratory  and 
study  of  the  professor,  the  balance  room,  and  the  fusion  room.  Below  is  a  room  for  quali- 
tative analysis,  also  with  accommodations  for  thirty-two  students.  Adjacent  to  this  is  a 
room  devoted  to  work  in  elementary  chemistry.  A*  charge  of  $15  a  term  is  made  for 
chemicals  used  in  analysis.  Breakage  is  also  charged  for. 

YALE  COLLEGE — SHEFFIELD  SCIENTIFIC  SCHOOL. 

Chemistry  in  its  different  branches  is  the  principal  study  of  the  chemical  course.  The 
other  subjects,  which  in  respect  to  the  amount  of  time  devoted  td  them  may  be  termed 
the  minor  studies,  besides  contributing  something  toward  a  general  scientific  education, 
are  for  the  most  part  connected  with  the  main  object  of  the  course.  A  knowledge  of 
French  and  German  sufficient  to  render  available  the  chemical  literature  of  those  lan- 
guages is  indispensable  to  the  advanced  student.  Mineralogy  is  so  intimately  connected 
with  chemistry  that  it  may  properly  be  termed  the  chemistry  of  natural  inorganic  com- 
pounds, while  a  knowledge  of  the  more  important  elements  or  outlines  of  geology  may  be 
considered  of  sufficient  value  in  itself  to  repay  the  student  for  the  moderate  amount  of 
time  required  for  its  acquisition. 

The  freshman  year,  being  designed  to  fit  the  student  equally  well  for  any  of  the  courses 
which  he  may  choose  at  the  beginning  of  the  junior  year,  must  necessarily  include  some 
studies  which  are  not  absolutely  indispensable  as  a  foundation  to  his  future  course.  The 
chemistry,  physics,  German,  and  in  part  the  mathematics  of  this  year  may  be  regarded 
as  strictly  preparatory  to  the  chemical  course. 

295 


296  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

Junior  year, — During  a  greater  part  of  this  year  instruction  is  given  by  means  of  text- 
books and  recitations  in  chemical  philosophy  or  "theoretical  chemistry.''  This  may  be 
considered  as  a  continuation  of  the  elementary  chemistry  studies  during  the  freshman  yeai. 
Throughout  the  year  the  student  spends  four  consecutive  hours  in  the  chemical  laboratory 
five  days  of  every  week.  On  one  day  of  the  week  exercises  in  mineralogy  take  the  place  of 
chemistry.  The  laboratory  study  is  devoted  to  a  systematic  course  in  analytical  chemis- 
try except  during  a  part  of  the  summer  term,  in  which  analytical  chemistry  is  replaced 
by  experimental  work  in  organic  chemistry.  This  work  consists  of  the  preparation  by 
synthetic  methods  of  a  series  of  organic  compounds,  and  is  designed  as  a  preparation  for 
the  systematic  study  of  that  branch  of  chemistry  which  is  carried  on  during  the  senior 
year.  French  and  German  are  studied  throughout  the  year. 

Senior  year. — During  this  year  also  about  four  hours  daily  are  given  to  the  study  of 
analytical  chemistry  in  the  laboratory.  At  the  end  of  the  first  term  the  student  is  fa- 
miliar with  the  most  important  general  analytical  methods.  The  subject  of  his  laboratory 
work  during  the  second  term  is  to  a  great  extent  optional.  He  may,  if  desirous,  gain 
experience  in  the  assaying  of  ores  or  analysis  of  some  particular  class  of  products  with 
a  view  to  its  technical  application ;  or  he  may  devote  his  time  to  original  research  on  some 
subject  of  scientific  interest.  Not  less  important,  although  requiring  less  time,  is  the 
study  of  organic  chemistry.  On  account  of  the  lack  of  a  suitably-organized  laboratory 
for  organic  chemistry,  experimental  work  which,  under  favorable  circumstances,  would 
be  highly  desirable,  is  not  carried  on  in  connection  with  this  study  during  the  senior 
year.  Lectures  in  zoology  are  attended  during  the  first  term  and  recitations  in  geology 
during  the  year.  These  exercises,  together  with  three  lessons  weekly  in  French,  fully 
occupy  the  time  not  required  for  chemical  studies. 

Method  of  instruction. — In  most  of  the  studies  of  the  course  instruction  is  given  by  means 
of  text-books  and  recitations  in  the  usual  manner,  which  requires  110  particular  expla- 
nation. In  regard  to  analytical  chemistry,  to  which  more  time  is  allotted  than  to  any 
other  single  branch  of  study  in  the  course,  it  may  be  observed  that  it  is  intended  to  serve 
two  purposes.  It  is  to  be  used  by  the  advanced  student  as  a  means  of  investigation  in 
scientific  or  technical  researches.  The  beginner,  however,  derives  from  its  study  ad- 
vantages of  another  kind.  The  knowledge  of  the  properties  of  chemical  compounds  and 
familiarity  with  chemical  reaction  gained  by  experience  in  the  laboratory,  and  the  devel- 
opment of  the  reasoning  faculties  by  the  application  of  this  knowledge  in  analytical  proc- 
esses, enable  the  student  to  generalize  and  classify  chemical  phenomena  and  aid  him 
to  understand  the  more  abstract  theories  of  chemical  philosophy.  The  method  of  in- 
struction adopted  is  conformed  to  this  view  of  the  uses  of  the  study.  Text-books  are 
used  and  recitations  are  required,  but  the  more  important  part  of  both  study  and  instruc- 
tion is  performed  in  the  laboratory.  In  order  to  solve  the  problems  which  are  thus  pre- 
sented, the  student,  aided  by  books  and  instructors,  must  learn  both  principles  and  their 
application. 

Graduate  work.  — This  school  has  been  constantly  increasing  the  facilities  which  it  offers  to 
graduate  students  for  the  study  of  different  branches  of  chemistry.  The  laboratories  for 
analytical  and  physiological  chemistry  are  open  seven  hours  daily  for  their  use.  They  may 
begin  with  a  course  in  quantitative  analysis  or  with  more  advanced  work,  according  to 
their  previous  preparation.  Each  one  receives  separately  in  the  laboratory  all  assistance 
necessary  to  enable  him  to  advance  in  proportion  to  his  ability  and  diligence.  Eecitations 
in  quantitative  analysis  accompany  laboratory  work  during  the  first  term  of  the  year. 
Graduates  may  also,  "if  desirous,  attend  any  of  the  recitations  or  exercises  belonging  to 
the  above  described  chemical  course.  After  suitable  preparation  the  undertaking  of 
original  investigations  is  encouraged.  (The  work  of  this  kind  carried  on  in  our  labora- 
tories has  afforded,  it  is  believed,  the  most  valuable  training  possible  for  the  student  and 
has  often  resulted  also  in  the  production  of  contributions  to  science  of  considerable  value. ) 

Laboratories. — The  chemical  laboratories  of  the  school  may  be  designated  according  to 
their  special  uses  as  follows: 

1.  A  laboratory  for  elementary  chemistry,  used  exclusively  for  instruction  of  the  fresh- 
man class. 

2.  A  laboratory  for  qualitative  analytical  chemistry. 

3.  A  laboratory  for  quantitative  analytical  chemistry  and  various  chemical  investiga- 
tions. 


laboratory  arranged  especially  for  this  purpose  in  the  Peabody  museum. — (Sixteenth  an- 
nual report. ) 

The  special  report  on  chemistry  and  physics,  from  which  the  statements  of  this  appen- 
dix are  generally  taken,  says:  "  Blowpipe  analysis  is  taught  in  all  the  regular  courses. 
In  the  engineering  courses  this  study  is  taken  by  the  seniors.  Other  courses  have  it  in 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  297 

the  junior  year.  Students  in  the  courses  of  '  natural  history '  and  'biology'  have  in- 
struction in  qualitative  analysis  during  the  first  junior  term.  In  the  latter  course  toxi- 
cology and  physiological  chemistry  are  taught  through  the  second  junior  term.  Juniors 
in  the  agricultural  course  take  the  chemistry  assigned  for  the  same  time  to  the  chemical 
students.  In  the  senior  year  they  have  agricultural  chemistry. ' ' 

UNIVERSITY  OF  GEORGIA. 

There  are  two  classes  in  chemistry,  the  junior  and  the  senior.  The  students  of  the 
junior  class  study  general  chemistry,  meeting  the  professor  three  times  a  week  for  ten 
months.  Subjects  are  taken  up  in  the  following  order:  (1)  The  non-metallic  elements; 
their  history  and  their  combinations  with  each  other.  (2)  The  principles  of  chemical 
nomenclature,  symbols,  and  notation;  the  general  principles  of  chemical  philosophy.  (3) 
The  metals;  their  history,  combinations,  &c.  (4)  Organic  chemistry.  Text  book, 
Fownes.  This  course  is  illustrated  experimentally,  and  practical  applications  of  the 
several  subjects  are  duly  noted.  The  senior  class  meet  also  three  times  a  week  for  ten 
months,  and  study  organ:c,  industrial,  and  agricultural  chemistry.  Industrial  chemis- 
try is  taught  by  lectures,  illustrated  by  specimens,  models,  and  drawings.  The  lectures 
upon  agricultural  chemistry  begin  about  the  1st  of  March,  and  are  free  to  the  public,  in 
accordance  with  the  terms  of  the  Terrell  endowment.  In  this  course  the  following  sub- 
jects are  presented:  (1)  The  chemistry  of  the  plant;  (2)  the  anatomy  and  physiology 
of  the  plant;  (3)  the  chemistry  of  the  atmosphere;  (4)  the  chemistry  of  the  soil  and  its 
physical  properties  influencing  agriculture;  (5)  means  of  improving  the  soil  and  influ- 
encing the  growth  of  plants  (farmyard  manures,  commercial  fertilizers,  &c.). 

There  is  also  a  class  for  practical  work  in  the  laboratory.  This  class  meets  three  times 
a  week,  spending  on  each  occasion  from  two  to  four  hours  in  actual  practice.  A  thor- 
ough course  of  manipulation,  blowpipe  analysis,  qualitative  and  quantitative  analysis, 
is  thus  offered  to  students  of  the  university. 

The  following  course  of  study  leads  to  the  degree  of  bachelor  of  chemical  science: 

Freshman  class. — English,  algebra,  geometry,  drawing,  history,  botany. 

Sophomore  class. — English,  algebra  and  geometry  completed,  history,  book-keeping, 
geometrical  drawing,  elements  of  mechanics,  trigonometry,  mensuration  and  surveying 
(with  practical  exercises),  botany,  zoology,  agriculture.  * 

Junior  class. — General  chemistry;  laboratory  practice  in  manipulation,  blowpipe  analy- 
sis, and  qualitative  analysis;  physics;  English  and  English  literature;  French;  German. 

Senior  class. — Industrial  chemistry,  including  mining  and  metallurgy,  chemical  man- 
ufactures, &c. ;  agricultural  chemistry;  quantitative  analysis,  gravimetric  and  volumet- 
ric; physics;  astronomy;  French;  German.  The  student  is  obliged  to  spend  at  least  five 
hours  a  day  in  the  laboratory  six  days  of  the  week. 

In  the  agricultural  course  the  students  are  engaged  in  the  laboratory  six  hours  a  week 
through  the  junior  and  senior  years.  Their  work  is  necessarily  in  those  portions  of 
chemistry  most  directly  related  to  agriculture. 

The  city  of  Athens  contributed  $25,000  for  the  erection  of  a  laboratory  building.  This 
is  a  three  story  structure  with  a  basement  covering  an  area  of  one  hundred  by  fifty  feet. 
The  entire  first  floor  and  basement  are  occupied  by  the  department  of  chemistry,  and 
contain  analytical  laboratories,  balance  rooms,  an  assay  room,  a  room  for  microscopic  and 
spectroscopic  work,  an  industrial  museum,  store  rooms,  engine  room,  workshop,  print- 
ing office,  &c.  The  second  floor  contains  a  lecture  room  and  museum  for  the  department 
of  agriculture,  with  an  apparatus  room,  working  room,  and  lecture  room  for  the  depart- 
ment of  physics.  The  third  floor  is  devoted  to  the  department  of  engineering  and  draw- 
ing. The  laboratories  are  open  to  students  the  whole  of  each  day.  A  fee  of  $15  is 
charged  to  each  student  for  the  use  of  chemicals.  A  common  set  of  ordinary  apparatus 
is  furnished  at  a  cost  not  exceeding  $10.  Special  students  may,  by  permission  of  the 
faculty  and  payment  of  a  fee  of  $35,  take  a  course  of  chemistry  alone,  including  lectures 
8-nd  laboratory  practice. 

The  industrial  collection  of  the  university  is  quite  extensive,  numbering  over  four 
thousand  items.  It  well  illustrates  the  applications  of  chemistry  to  the  useful  arts  and 
is  made  a  prominent  feature  in  the  organization  of  the  chemical  department. 

A  few  researches  are  reported  upon  such  subjects  as  analysis  of  the  cotton  plant,  of 
Georgia  marls,  tests  of  strength  of  Georgia  timber  and  iron,  and  so  on.  The  university 
was  founded  in  1800,  and  the  sciences  were  taught  from  the  beginning.  In  1870  labora- 
tory work  was  introduced,  and  it  has  since  been  made  a  part  of  the  regular  college  cur- 
riculum. Chemistry  and  physics  are  not  taught  in  the  elementary  schools  of  Athens. 

ILLINOIS  INDUSTRIAL  UNIVERSITY. 

In  the  schools  of  agriculture  and  horticulture,  chemistry  is  taught  throughout  the  fresh- 
man year  and  agricultural  chemistry  during  two  sophomore  terms.  The  latter  is  pur- 


298  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

sued  in  connection  with  laboratory  practice  in  the  analysis  of  soils,  fertilizers,  foods,  &c. 
The  school  of  architecture  has  but  one  term  of  chemistry,  with  laboratory  practice,  in  the 
junior  year,  while  the  schools  of  civil  and  mechanical  engineering  have  double  this  amount. 
Students  in  mining  engineering  take  chemistry,  with  laboratory  practice,  through  two 
junior  terms  and  the  entire  senior  year.  This  laboratory  practice  covers  qualitative  and 
quantitative  analysis,  with  assaying  and  blowpipe  work,  and  is  arranged  with  special 
reference  to  the  needs  of  miners  and  metallurgists.  In  the  school  of  natural  history 
chemical  instruction  is  given  through  the  freshman  year.  In  the  two  specially  lin- 
guistic schools  it  is  required  for  one  junior  term,  but  the  school  of  English  and  modern 
languages  offers  an  additional  term  as  an  elective.  There  is  also  a  school  of  chemistry, 
in  which  a  regular  four  years'  course  of  instruction  is  provided.  In  this  course  textbook 
recitations  upon  the  principles  of  chemistry  and  chemical  physics  occupy  six  weeks  of  the 
first  term.  Through  the  remainder  of  the  first  year  recitations  alternate  with  laboratory 
practice.  During  the  next  three  years  each  student  is  expected  to  work  two  hours  daily 
in  the  laboratory,  five  days  in  the  week.  In  order  to  graduate  he  must  make  an  original 
investigation  and  present  a  thesis.  Students  who  pursue  chemistry  incidentally  to  other 
courses  work  two  consecutive  hours  daily  in  the  laboratory  during  as  many  terms  as  their 
special  ' '  school ' '  may  require.  The  full  course  for  a  degree  in  the  school  of  chemistry 
is  as  follows : 

First  year. — First  term  :  Trigonometry,  advanced  geometry,  British  authors  or  French, 
chemistry  with  laboratory  practice  (the  latter  in  qualitative  analysis).  Second  term: 
Analytical  geometry,  American  authors  or  French,  chemistry,  and  qualitative  analysis 
completed.  Third  term:  Calculus  or  freehand  drawing,  rhetoric,  French  (optional),  or- 
ganic chemistry,  and  quantitative  analysis. 

Second  year. — First  term :  Physiology  or  botany,  German,  quantitative  analysis.  Sec- 
ond term  :  Zoology  or  botany,  German,  volumetric  analysis,  alkalimetry  and  acidimetry, 
analysis  of  corn  or  other  grain.  Third  term  :  Zoology,  German,  preparation  of  salts, 
acids,  &c.,  electroplating. 

Third  year. — First  term  :  Mineralogy,  German,  ultimate  organic  analysis,  analysis  of 
urine.  Second  term :  Physics,  German,  blowpipe  analysis  and  determination  of  min- 
erals; assaying,  both  dry  and  humid,  of  gold,  silver,  and  lead  ores.  Third  term  :  Phys- 
ics, German,  photography,  including  the  preparation  of  photographic  chemicals. 

Fourth  ?/ear.— First  term :  Mental  science,  meteorology  and  physical  geography,  gas 
analysis,  analysis  of  mineral  waters.  Second  term:  Constitutional  history,  logic,  toxi- 
cology, including  the  microchemistry  of  poisons.  Third  term :  Political  economy,  geol- 
ogy, original  research,  and  thesis. 

The  purely  chemical  portions  of  this  course  are  somewhat  variable,  in  order  to  accom- 
modate the  needs  of  students  who  intend  to  become  pharmacists,  agriculturists,  metal- 
lurgists, &c. 

PUEDUE  UNIVERSITY. 

Chemistry  is  required,  with  laboratory  practice,  two  hours  a  day  throughout  the 
junior  year.  Inorganic  chemistry  occupies  two-thirds  of  the  time  and  organic  chemis- 
try one-third.  No  set  text  books  are  employed.  The  course  includes  theoretical  chem- 
istry, the  elements  of  synthetical  chemistry,  qualitative  analysis,  and  crystallography. 
Students  use  the  balance  and  apply  the  principles  of  stoichiometry  from  the  first.  Defi- 
nite quantities  of  substances  are  used,  and  the  product  of  each  reaction  is  weighed  or 
measured,  the  actual  quantities  thereof  being  compared  with  the  theoretical. 

There  are  also  two  years  of  elective  study,  arranged  as  follows: 

First  year  (second  year  from  the  beginning). — First  term:  Lectures  on  qualitative 
analysis,  five  hours  a  week;  laboratory  practice,  ten  hours  a  week.  Second  term:  Lect- 
ures on  qualitative  analysis  continued;  soils,  minerals,  and  fertilizers;  principles  of 
quantitative  analysis?  instruction  five  hours,  laboratory  work,  ten  hours  a  week.  Third 
term:  Quantitative  analysis  continued;  general  review  of  principles  of  analysis;  time 
allotted  as  before. 

Second  year  (third  from  the  beginning). — Mineralogy,  descriptive,  mathematical,  and 
determinative;  metallurgy  and  assaying;  organic  chemistry,  lectures,  recitations,  and 
laboratory  work.  Special  reference  is  made  to  technical  applications.  Students  taking 
this  year's  course  are  expected  to  spend  from  six  to  eight  hours  a  day  in  actual  labora- 
tory practice. 

MAINE  STATE  COLLEGE  or  AGRICULTURE  AND  THE  MECHANIC  ARTS. 

In  this  college  there  are  five  regular  courses  of  study,  as  follows:  (1)  in  agriculture, 
(2)  in  civil  engineering,  (3)  in  mechanical  engineering,  (4)  in  chemistry,  and  (5)  in 
science  and  literature.  Special  students  are  also  received. 

Chemistry  is  required  of  all  regular  students  through  the  sophomore  year.     The  stu- 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  299 

dents  in  agriculture  continue  the  study  during  the  junior  year  and  the  candidates  for  a 
chemical  degree  carry  it  on  to  the  end  of  the  course.  In  the  first  sophomore  term  there 
are  daily  recitations  in  general  chemistry,  based  upon  Roscoe's  text  book.  These  are 
supplemented  by  lectures.  During  the  first  junior  term,  the  students  in  courses  1  and  4 
recite  daily  together  in  agricultural  chemistry.  Through  the  second  junior  term  and 
the  whole  senior  year,  the  chemical  students  have  daily  recitations  from  Naquet's  Prin- 
cipes  de  chimie,  the  latest  French  edition. 

In  courses  1  and  4  at  least  two  hours  daily  through  not  less  than  nineteen  weeks  of  the 
sophomore  year  are  spent  upon  qualitative  analysis  in  the  laboratory.  Quantitative 
analysis,  at  least  two  and  a  half  hours  daily,  runs  through  the  junior  and  senior  years 
in  course  4,  but  only  through  the  junior  year  in  course  1.  The  work  done  in  quantita- 
tive analysis  covers  the  usual  ground  of  gravimetric  and  volumetric  determinations,  in- 
cluding assaying  for  gold  and*silver.  Special  attention  is  necessarily  paid  to  agricultural 
analysis.  Organic  combustions  and  the  more  difficult  analyses  of  complicated  minerals, 
cast  iron,  and  so  on  are  undertaken  by  post  graduate  students.  Four  original  researches 
in  chemistry  have  been  published  from  this  college. 

The  laboratory  facilities  are  good.  The  laboratory  building  contains  two  apparatus 
rooms,  a  lecture  room,  a  cabinet,  a  library  and  weighing  room,  a  recitation  room,  and 
rooms  for  analytical  purposes.  The  general  laboratory  room  measures  35  by  60  feet,  is 
provided  with  gas  and  water,  and  accommodates  thirty-two  students.  There  is  the 
usual  supply  of  apparatus  and  .chemicals. 

MASSACHUSETTS  INSTITUTE  OF  TECHNOLOGY. 

A  certain  amount  of  chemistry  is  required  of  all  students  who  are  candidates  for  degrees, 
namely,  all  the  inorganic  portion  of  Eliot  and  Storer's  Elementary  Manual,  and,  in  quali- 
tative analysis,  a  knowledge  of  general  methods,  with  the  ability  to  identify  the  various 
metallic  elements  in  simple  compounds  and  to  prove  the  presence  or  absence  of  the  com- 
moner acids.  Both  general  chemistry  and  qualitative  analysis  are  taught  by  lectures  and 
laboratory  practice  during  the  first  school  year.  Students  who  pursue  courses  in  chem- 
istry, mining,  metallurgy,  physics,  or  natural  history  continue  the  study  of  qualitative 
analysis  in  their  second  year,  the  laboratory  work  being  supplemented  by  lectures.  In 
the  second  term  of  the  same  year  they  take  up  quantitative  analysis.  Chemical  philoso- 
phy is  taught  to  the  students  in  chemistry  and  physics,  partly  by  lectures  and  partly  by 
recitations  upon  the  basis  of  Cooke's  text  book.  Strictly  chemical  students  follow  the 
preceding  course  with  the  study  of  organic  chemistry,  Schorlemmer's  work  being  used 
as  a  basis  for  the  lecture  room  exercises.  Parallel  with  the  latter  there  is  a  course  of 
laboratory  instruction,  and  some  organic  research  is  usually  undertaken  as  thesis  work. 
Other  lines  of  investigation  may.  however,  be  chosen.  Industrial  chemistry  is  taught  by 
lectures  and  laboratory  practice,  and  instruction  in  physiological  chemistry  is  also  pro- 
vided. 

Candidates  for  a  degree  in  chemistry  have  three  courses  of  study  open  to  them,  all  be- 
ing identical  in  the  first  year.  Course  A  runs  as  follows: 

Second  year. — First  term:  Qualitative  analysis,  analytical  geometry,  physics,  English 
history  and  literature,  German.  Second  term:  Quantitative  analysis,  chemical  philoso- 
phy, differential  calculus,  physics,  English  history  and  literature,  German. - 

Third  year. — First  term:  Quantitative  analysis,  microscopy,  physical  laboratory,  con- 
stitutional history,  German.  Second  term:  Quantitative  analysis,  industrial  chemistry, 
drawing,  physical  geography,  dynamical  geology,  physical  laboratory,  political  economy, 
German. 

Fourth  year. — First  term:  Organic  chemistry,  metallurgy,  history  of  chemistry  and 
allied  sciences,  abstracts  of  memoirs,  applied  physics,  optional  studies.  Second  term: 
Studies  for  this  term,  including  thesis  work,  are  specially  assigned  to  each  student. 

In  courses  B  and  C  mathematics  is  dropped  at  the  close  of  the  first  year,  being  replaced 
by  the  natural  sciences.  Course  B  is  for  students  who  prefer  a  larger  amount  of  the  last 
named  studies,  and  course  C  for  those  who  intend  to  pursue  industrial  chemistry.  The 
laboratories  for  qualitative  and  quantitative  analysis  were  established  in  1805.  That  for 
organic  chemistry  was  started  in  1877.  The  laboratory  for  industrial  chemistry  has  been 
equipped  during  the  past  year,  1878-'79.  No  list  of  researches  has  been  prepared,  al- 
though a  considerable  amount  of  good  work  has  issued  from  the  institute. 

RUTGERS  SCIENTIFIC  SCHOOL. 

In  this  school  there  are  two  regular  courses  of  study,  extending  through  four  years, 
one  in  civil  engineering  and  mechanics,  the  other  in  chemistry  and  agriculture.  There 
is  also  a  special  course  of  two  years  in  chemistry,  with  opportunity  for  post  graduate 
work.  Through  the  sophomore  years,  students  in  both  of  the  regular  courses  attend 


300  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

lectures  upon  theoretical  and  inorganic  chemistry,  using  Barker's  text  book.  The 
seniors  in  the  engineering  course  also  hear  two  terms  of  lectures  upon  organic  chemistry 
and  one  term  upon  chemical  physics.  For  the  students  in  chemistry  and  agriculture, 
chemical  instruction  is  given  both  in  the  junior  and  in  the  senior  years.  The  juniors 
have  determinative  mineralogy  and  analytical  chemistry,  while  the  seniors  continue 
their  laboratory  practice  and  hear  lectures  upon  agricultural  chemistry  and  chemical 
physics.  According  to  the  catalogue,  the  laboratory  work  of  the  last  senior  term  seems 
to  be  devoted  to  a  thesis.  The  special  course  of  chemistry  is  as  follows: 

First  year. — First  term:  Inorganic  chemistry,  stoichiometry,  blowpipe  and  qualitative 
analysis,  French,  physics,  thesis.  Second  term:  Inorganic  chemistry,  qualitative  analy- 
sis, physics,  French,  thesis.  Third  term:  Inorganic  chemistry,  qualitative  analysis, 
French,  thesis. 

Second  year. — First  term:  Organic  and  applied  chemistry,  stoichiometry,  quantitative 
analysis,  physics,  German,  thesis.  Second  term:  Organic  and  applied  chemistry,  quan- 
titative analysis,  physics,  German,  thesis.  Third  term :  Geology,  applied  chemistry, 
mineralogy,  German. 

In  all  the  lecture  courses  the  students  are  required  to  take  notes  and  to  submit  them 
to  the  inspection  of  the  professor.  Problems  are  given  out  for  solution  continually.  In 
the  laboratory  a  written  report  of  every  analysis  is  required.  Rigid  written  and  oral 
examinations  are  held  at  the  end  of  every  term.  Original  research  on  the  part  of  ad- 
vanced students  is  encouraged  to  the  utmost.  Post  graduate  students  are  taken  in  as 
subassistants  and  receive  a  certain  compensation  for  their  work;  they  thus  acquire  that 
most  valuable  discipline  which  teaching  alone  can  give. 

CORNELL  UNIVERSITY. 

The  instruction  in  chemistry  is  substantially  as  followrs:  General  chemistry:  Sixty  lectures 
inorganic  and  twenty-four  organic,  covering  three  terms  of  work.  The  organic  chemistry 
is  elementary.  Laboratory  practice:  This  begins  with  a  course  of  exercises  in  elementary 
chemical  manipulation.  As  little  assistance  as  possible  is  given  the  student,  to  whom  are 
left  the  result  of  each  experiment  and  its  interpretation.  A  written  report  of  all  work 
is  daily  handed  to  the  instructor  for  criticism.  After  the  usual  qualitative  course, 
quantitative  analysis  is  taken  up.  Work  is  here  laid  out  with  reference  to  the  future 
needs  of  individual  students,  whenever  it  is  possible  to  do  so.  Those  who  are  preparing 
for  some  application  of  chemistry  to  industrial  processes  are  directed  as  early  as  possible 
towards  original  investigation  in  the  line  of  the  industry  specified.  Instruction  in  blow- 
pipe analysis,  determinative  mineralogy,  and  assaying  is  given  in  the  appropriate  rooms 
at  all  laboratory  hours.  Industrial  chemistry:  Two  series  of  sixteen  lectures  each  occupy 
the  third  terms  of  two  successive  years.  A  collection  of  raw  materials,  waste,  and  fin- 
ished products  is  being  made  to  illustrate  chemical  industries  and  to  exhibit  before  the 
class.  The  study  of  this  material  in  detail  is  an  essential  feature  of  the  course.  Printed 
synopses  of  the  lectures  and  copies  of  all  diagrams  used  to  illustrate  them  are  given  to 
each  student  who  attends  them.  Agricultural  chemistry:  The  course  of  instruction  includes 
about  sixty  lectures  and  a  large  amount  of  laboratory  practice.  Medical  chemistry:  Students 
who  intend  to  pursue  the  study  of  medicine  receive  a  course  of  laboratory  instruction  in 
qualitative  and  quantitative  analysis,  the  latter  being  especially  in  the  line  of  the  animal 
secretions.  Chemical  philosophy:  Cooke's  treatise  is  used  as  a  textbook,  and  special  atten- 
tion is  paid  to  the  problems  contained  in  it.  Lectures  are  also  given  upon  recent  devel- 
opments of  the  subject,  and  the  reading  of  Wurtz's  History  of  Chemical  Theory  is  re- 
quired. Higher  organic  chemistry:  Advanced  instruction  is  given  by  lectures  and  recita- 
tions, the  text  book  for  the  latter  being  either  in  French  or  in  German.  During  the 
past  year  the  second  volume  of  Naquet's  Principes  de  chimie  has  been  used. 

The  laboratory  rooms  open  to  students  are  as  follows:  (1)  the  general  laboratory  for  in- 
troductory and  qualitative  work;  (2)  a  special  laboratory  for  general  quantitative  an- 
alysis; (3)  a  special  laboratory  for  agricultural  and  medical  quantitative  analysis;  (4)  a 
blowpipe  room;  (5)  an  assay  room;  (6)  a  room  for  spectroscopic  and  other  optical  work 
in  chemistry;  (7)  a  room  for  weighing  and  for  the  analysis  of  gases;  and  (8)  a  reading 
room.  The  last  named  room  is  well  provided  with  chemical  journals  and  works  of  ref- 
erence. 

All  chemicals  needed  for  experimental  or  analytical  work  are  directly  accessible  to  stu- 
dents. Gases  are  drawn  from  appropriate  stop  cocks  in  the  general  laboratory,  at  a  table 
provided  with  pneumatic  troughs.  Hydrogen  and  sulphydric  acid  are  carried  to  the 
different  rooms  of  the  laboratory  from  generators  in  charge  of  the  curator.  Richards's 
jet  aspirator  is  used  for  water  blast  and  filter  pumps,  one  of  the  latter  being  attached  to 
every*  working  table  in  the  quantitative  laboratories.  These  rooms  are  also  fitted  with 
steam  evaporating  baths,  drying  closets,  self  regulating  air  baths  at  different  tempera- 
tures, batteries  for  electrolytic  determinations,  and  so  forth.  The  laboratories  are  open 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  301 

five  clays  in  the  week  from  eight  o'clock  until  five,  and  students  are  permitted  to  arrange 
their  working  hours  according  to  their  own  convenience.  But  not  less  than  two  hours  of 
continuous  work  can  be  taken  at  any  time.  Chemicals,  apparatus,  and  gas  are  supplied 
to  students  at  current  prices. 

A  chemical  and  physical  society  has  been  organized  by  the  special  students  in  chemis- 
try and  physics  for  the  reading  of  original  papers  and  the  general  discussion  of  appro- 
priate subjects.  It  meets  semi-monthly  in  the  laboratory  building. 

UNIVERSITY  OF  VERMONT  AND  STATE  AGRICULTURAL  COLLEGE. 

The  classical  students  take  chemistry  in  the  second  third  of  the  sophomore  year. 
The  instruction  is  given  by  experimental  lectures.  A  little  laboratory  work  sometimes 
is  taken  as  an  extra.  Students  in  the  literary-scientific  course  may  take  chemistry  in 
place  of  Greek.  Engineering  students  receive  three  terms'  instruction,  lectures  in  the 
first  freshman  term  and  laboratory  work  in  the  second  and  third. 

The  agricultural  and  chemical  students  have  chemistry  throughout  the  course,  except 
in  the  third  term  freshman  and  junior  years.  Even  in  these  terms,  however,  a  little 
chemical  work  may  be  done.  The  course  of  study  is  about  as  follows:  Freshman  year: 
First  term,  lectures  on  descriptive  chemistry:  second  term,  theoretical  chemistry  and 
laboratory  work,  the  former  being  taught  by  recitations  from  Barker's  text  book  and  the 
latter  consisting  of  exercises  in  manipulation  and  the  preparation  of  chemical  products ; 
third  term,  blowpipe  analysis.  Sophomore  year:  First  and  second  terms,  qualitative 
analysis  (Fresenius);  third  term,  quantitative  analysis.  Junior  year,  first  and  second 
terms,  quantitative  analysis  continued,  both  gravimetric  and  volumetric.  In  the  second 
term,  assaying  and  metallurgy  are  optional.  Senior  year:  Firsi  term,  recitations  in  or- 
ganic chemistry  and  laboratory  work.  In  the  second  and  third  terms,  Jhe  agricultural 
students  study  agricultural  chemistry.  The  chemical  students  do  organic  laboratory 
work  in  the  second  term,  and  during  the  third  they  take  analytical,  organic,  or  technical 
chemistry,  according  to  option. 


APPENDIX   O. 

INDIAN  INDUSTRIAL  SCHOOLS. 
TRAINING  SCHOOL  FOE  INDIAN  YOUTH  AT  CARLISLE,  PA. 

UNITED  STATES  INDIAN  SERVICE, 
TRAINING  SCHOOL  FOR  INDIAN  YOUTH,  CARLISLE  BARRACKS, 

Carlisle,  Pa.,  January  22,  1883. 

DEAR  SIR:  In  compliance  with  your  request  I  herewith  furnish  you  a  brief  history  of 
the  Carlisle  school  and  some  account  of  its  industrial  features.  In  the  spring  of  1875 
74  Indian  prisoners  were  sent  to  Florida  from  the  Indian  Territory.  At  the  instance  of 
General  Sheridan  the  War  Department  placed  me  in  charge  of  those  prisoners,  they  hav- 
ing been  under  my  care  at  Fort  Sill.  They  were  from  the  Cheyenne,  Arapahoe,  Kiowa, 
and  Comanche  tribes,  and  were  selected  for  this  banishment  because  of  well  known 
offenses  against  the  peace  of  the  frontier.  Some  of  them  were  guilty  of  the  most  out- 
rageous crimes.  Years  of  army  service  among  the  Indians  and  observation  of  their  treat- 
ment had  led  me  to  favor  giving  to  the  Indian  a  broader  chance,  and  to  form  a  desire 
that  he  might  be  brought  more  in  contact  with  the  peaceful  and  industrious  side  of  civ- 
ilized life.  Before  the  prisoners  were  started  from  Fort  Sill,  therefore,  I  wrote  to  my 
superiors  urging  that  they  be  educated  and  trained  industrially  during  their  imprisonment. 
Soon  after  reaching  Saint  Augustine  I  wrote  repeatedly  to  the  War  Department  urging 
that  some  locality  with  more  industrial  surroundings  be  selected  and  the  prisoners  be 
transferred.  This  was  denied,  and  I  then  set  to  work  to  make  the  best  use  of  the  ele- 
ments to  be  found  in  the  sleepy  old  Spanish  town. 

With  no  means  I  was  forced  to  seek  the  cooperation  of  charitable  and  missionary 
folks.  Miss  S.  A.  Mather,  Mrs.  King  Gibbs,  Mrs.  Couper  Gibbs,  of  St."  Augustine,  and 
Mrs.  Dr.  Caruthers,  of  Tarry  to  wn,  N.  Y. ,  winter  residents  of  St.  Augustine,  volunteered 
to  teach  and  did  teach  the  classes  of  those  grown  Indian  men  for  two  years  and  a  half, 
giving  them  about  an  hour  of  instruction  daily.  Industrially,  there  was  little  practical 
opportunity,  but  numbers  were  placed  at  work  for  different  periods  in  saw-mills,  at  pick- 
ing oranges,  as  hostlers,  grubbing  the  land,  boating,  and  whatever  could  be  found  in 
connection  with  their  own  necessities  and  comfort  in  the  old  fort.  Twice  we  boated  pine 
logs  from  a  distance  and  constructed  log  houses  within  the  fort,  riving  the  clap-boards, 
building  stick  chimneys,  chinking  and  daubing,  that  they  might  learn  to  construct 
houses,  to  replace  the  skin  tepes.  Some  of  them  advanced  rapidly  in  acquiring  lit- 
erary, English  speaking,  and  industrial  knowledge.  Others  were  very  stupid.  One  of 
the  most  satisfactory  results  in  the  labor  line  was  in  placing  five  men  to  grub  five  acres 
that  had  intimidated  other  laborers,  both  white  and  black.  The  undergrowth  and  roots 
to  be  removed  were  of  the  most  dense  and  appalling  kind,  and  yet  the  Indians  stuck  to 
it  until  they  had  made  a  complete  success  of  it,  notwithstanding  their  blistered  hands. 
A  good  evidence  of  the  success  of  our  labors  was  a  petition  to  Congress,  signed  by  a  very 
considerable  number  of  the  laboring  class  and  others  of  the  community,  asking  that  I  be 
forbidden  to  put  the  Indians  out  to  labor  in  competition  with  other  classes,  as  I  was 
taking  bread  from  the  mouths  of  those  who  were  dependent  upon  such  labor  for  their 
living,  &c.  In  the  spring  of  1878  the  authorities  at  Washington  determined  to  release 
the  prisoners  and  permit  them  to  return  to  their  homes.  There  were  22  of  them  who 
preferred  to  remain  east  and  get  a  better  knowledge  of  civilized  life  and  more  education 
before  going  home.  The  expenses  of  these  22  young  men  were  assumed  by  charitable 
people.  General  S.  C.  Armstrong,  of  the  Hampton  Normal  Institute,  received  17  into 
his  institution,  and  4  went  to  Paris  Hill,  near  Utica,  N.  Y.,  under  the  immediate  charge 
of  Rev.  J.  B.  Wickes,  an  Episcopal  clergyman,  encouraged  by  Bishop  Huntirigton,  all 
the  expenses  being  defrayed  by  Mrs.  Burnham.  One  was  taken  to  Tarrytown,  N.  Y. , 
in  Dr.  Caruthers' s  own  family.  Hampton  Institute  is  an  industrial  school,  and  furnished 
the  most  reasonable  and  practical  education  of  any  institution  I  was  able  to  find.  The 
remainder  of  the  party  were  returned  to  their  respective  agencies,  and  such  was  the  ef- 
fect of  their  training  in  Florida  during  their  three  years'  absence  that  they  at  once  be- 
came the  best  element  for  progress  in  their  tribes.  At  this  time,  while  a  few  have  gone 
302 


INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES.  303 

back  to  the  blanket  condition  (most  likely  from  necessity,  because  no  other  way  was 
open  to  them),  there  is  abundant  testimony  in  the  reports  of  their  respective  agents  dur- 
ing the  past  four  years  that  they  continue  to  form  a  useful  and  leading  industrious  ele- 
ment among  their  people. 

A  few  weeks  after  the  arrival  of  the  party  at  Hampton  Institute  General  Armstrong 
was  so  favorably  impressed  with  the  conduct  and  progress  of  the  17  he  had  received  that 
he  was  willing  to  accept  50  more,  including  girls.  Mr.  Schurz  and  Mr.  McCrary,  then 
Secretaries  of  the  Interior  and  War  Departments,  accepted  the  proposition,  and  I  was 
sent  in  the  Ml  of  1878  to  Dakota  and  brought  away  49  children  from  six  different  agen- 
cies of  the  Sioux,  Gros  Ventres,  Mandan,  and  Arickeree  tribes.  These,  together  with 
the  former  Florida  prisoners,  were  placed  under  training  in  all  the  varied  systems  of 
literary  and  industrial  pursuits  Hampton  Institute  so  liberally  provides  for  its  colored 
pupils.  Side  by  side  with  those  colored  pupils  the  Indian  boys  and  girls,  in  perfect  har- 
mony with  the  new  life,  demonstrated  their  capacity  to  hold  their  own  in  improving  the 
best  of  chances.  It  was  very  much  desired  by  the  friends  of  this  new  move,  and  par- 
ticularly General  Armstrong,  that  I  should  remain  with  them,  and  a  clause  was  intro- 
duced in  the  Army  appropriation  bill,  which  passed  Congress  in  the  spring  of  1879,  for 
the  ' '  detail  of  one  officer  not  above  the  rank  of  captain  for  duty  with  reference  to  Indian 
education. ' ' 

It  was  a  theory  I  had  advocated  for  several  years,  that  to  get  the  best  results  in  our 
educational  work  among  Indian  children  as  many  as  possible  should  be  removed  from 
reservation  and  tribal  influences  and  placed  in  an  atmosphere  of  civilized  life.  To  this  end 
I  had  urged  the  use  of  vacant  military  posts  and  barracks  as  furnishing,  without  much 
cost  in  changing  and  improving  buildings,  places  for  making  a  beginning,  and  I  now 
proposed  to  the  Interior  and  War  Departments  to  undertake  the  education  of  250  to  300 
children  at  the  old  military  barracks  at  Cai'isle.  This  proposition  was  accepted. 

After  many  preliminaries  I  was  sent  in  September,  1879,  to  the  Eosebud  and  Pine 
Ridge  Agencies  in  Dakota,  whence  I  brought  away  84  children,  and  immediately  after 
went  to  the  Indian  Territory,  and  from  the  Kiowa,  Cheyenne,  Pawnee,  and  other  tribes 
brought  52  more.  To  these  were  added  11  from  the  Hampton  Institute  of  the  young  men 
who  had  been  with  me  in  Florida.  The  school  was  opened  on  the  1st  of  November,  with  147 
students.  From  time  to  time  children  from  various-western  tribes  came  in,  and  at  the  end 
of  July,  1880,  we  numbered  239  children,  about  one-third  girls.  At  the  end  of  the  sec- 
ond year,  October,  1881,  we  had  increased  to  295.  At  the  present  time  we  number  379, 
132  girls  and  247  boys.  From  the  beginning  our  principle  has  been  to  place  the  most 
emphasis  on  industrial  training,  next  English  speaking,  and  then  literary  training.  To 
accomplish  the  first  we  very  early  in  the  work  established  shops  for  mechanical  instruction 
in  carpentry,  black-smithing,  wagon-makiug,  harness-making,  tailoring,  tin-smithing, 
shoemaking,  printing  and  baking,  and  our  farm  of  115  acres  gave  some  scope  for  agricult- 
ural training.  We  have  avoided  theory  in  our  industrial  training  and  adhered  to  prac- 
tice, being  governed  to  a  great  extent  by  the  old  apprentice  system.  We  have  at  the  head 
of  each  branch  a  skilled  mechanic  as  practical  instructor,  and  as  nearly  as  possible  we 
pursue  the  methods  of  trades-people  in  their  instructions  to  apprentices.  We  give  half 
of  each  day  to  work  and  the  other  half  to  school,  and  have  found  that  our  progress  is  pro- 
portionately greater  in  each  than  it  would  be  if  the  attention  was  directed  to  either  the 
one  or  the  other  for  the  whole  time.  Under  this  system  we  have  under  training  as  car- 
penters 13  boys;  as  wagon-makers  and  blacksmiths,  15;  as  harness-makers,  15;  as  shoe- 
makers, 19;  as  tailors,  12;  as  tinners,  11;  as  printers,  5;  as  bakers,  3;  and  every  boy  not 
engaged  at  some  trade  is  required  to  work  during  the  season  upon  the  farm.  •  Such  prod- 
ucts of  our  labors  as  we  are  not  able  to  make  use  of  for  the  school  are  purchased  by  the 
Indian  Department  and  shipped  to  agencies.  We  think  our  boys  as  forward  in  capacity 
for  receiving  instruction  in  each  of  the  several  branches  as  the  average  white  boy.  In 
the  blacksmith  shop  our  apprentice  boys,  after  two  years'  instruction,  are  able  to  iron  a 
wagon,  repair  a  plow,  shoe  a  horse,  &c.  In  the  wood-working  department  they  are  able 
to  get  out  all  the  different  wood  parts  of  the  wagon  ready  for  the  blacksmith;  in  the  tin- 
smithing,  to  construct  coffee-pots,  buckets,  pails,  pans,  cups,  &c. ;  in  the  harness- making, 
to  cut  out  and  manufacture  harness;  in  the  tailoring,  to  cut  out  and  manufacture  cloth- 
ing; in  shoemaking,  to  repair  and  manufacture  boots  and  shoes;  in  printing,  to  set  up 
and  distribute  type  and  make  up  forms;  in  baking  we  have  no  other  help  than  Indians. 
We  give  to  our  girls  instruction  in  the  various  industries  of  the  sex.  In  cooking,  sewing, 
housework,  laundry  work,  &c.,  they  a%  apt  pupils. 

.  One  of  the  most  useful  features  of  our  work  has  been  to  place  our  boys  and  girls  in  pri- 
vate families,  principally  among  farmers,  where  they  perform  the  same  kind  of  labor  and 
are  subjected  to  the  same  home  and  industrial  influences  as  white  children  of  their  own 
age.  This  has  led  to  the  most  beneficial  results.  The  children  take  on  English  speaking 
and  the  industries  of  civilized  life  very  speedily.  During  vacations  we  place  out  all  we 
can  spare  from  our  own  work,  and  during  the  winter  we  allow  a  considerable  number  to 


304  INDUSTRIAL   EDUCATION    IN    THE    UNITED    STATES. 

remain  and  attend  the  public  schools  in  the  several  neighborhoods,  they  being  required 
to  do  such  work  mornings  and  evenings  as  they  are  capable  of,  and  so  pay  for  their  board 
and  clothes.  By  this  course  we  are  enabled  to  train  a  considerably  larger  number  of  pu- 
pils  tlwn  we  are  allowed  appropriation  for.  It  is  plain  that  the  real  hindrance  to  Indian 
progress  is  found  in  the  fact  that  they  are  kept  entirely  separated  from  the  other  masses  of. 
our  population,  and  by  every  act  of  our  Government  and  every  sentiment  of  its  people, 
societies,  missionary  and  other,  made  to  feel  that  they  are  a  separate  people  and  must  so 
remain  forever.  With  their  education  in  separate  schools,  with  their  home  life  on  prison 
reservations,  with  their  liberty  of  coming  and  going  restricted  to  these  reservations,  with 
all  their  aspirations  and  ambitions  so  limited  there  con  be  no  healthy  growth.  To  over- 
come these  difficulties  the  Indian  mind  and  the  mind  of  the  public,  as  well  as  of  Con- 
gress, must  be  educated  to  grant  to  them  the  enlarged  privileges  accorded  to  all  other 
races.  The  boy  will  never  learn  to  swim  until  he  goes  into  the  water,  and  the  experiences 
of  industrial  and  civilized  life,  through  its  associations  and  competitions,  will  determine 
for  both  Indian  and  white  his  true  status.  We  have  had  quite  enough  of  the  Sioux, 
Cheyenne,  Comanehe,  &c.,  as  Sioux,  Cheyenne,  Comanche,  &c.  We  can  end  their  exist- 
ence among  us  as  such  separate  people  by  a  broad  and  generous  system  of  English  educa- 
tion and  labor  training  which  will  reach  all  the  50,000  children,  and  in  a  very  few  years 
remove  all  our  trouble  from  them  as  a  separate  people  and  as  separate  tribes,  and  instead 
of  feeding,  clothing,  and  caring  for  them  from  year  to  year,  put  them  in  condition  to  feed, 
clothe,  and  care  for  themselves.  Our  experiences  in  many  individual  cases  in  the  last 
few  years  make  it  very  evident  that  not  only  may  we  fit  the  Indian  to  talie  care  of  him- 
self in  his  own  home,  but  may  fit  him  to  go  and  come  and  abide  in  the  land  wherever  he 
may  choose,  and  cease  to  be  a  savage. 

We  appreciate  the  difficulties  of  the  return  of  our  pupils  to  the  great  mass  of  unedu- 
cated and  savage  influence,  but  it  must  be  borne  in  mind  that  the  conditions  of  the  In- 
dians have  entirely  changed  within  the  past  decade.  They  are  now  hemmed  in  on  all 
sides  by  the  aggressive  white  population,  their  reservations  are  reduced  to  very  small 
limits,  and  the  passage  of  railroads  through  them,  and  the  constant  going  and  coming  of 
white  men,  have  so  brought  them  in  contact  with  civilized  life  that  by  those  means  and 
influences  alone  a  great  deal  of  pressure  is  brought  to  bear  upon  the  tribes  in  general. 
So  our  returned  pupils,  instead  of  becoming  isolated  on  their  return  to  their  people,  be- 
come mediums  of  communication  between  f,heir  people  and  this  surrounding  civilization  ; 
and,  whereas  a  few  years  ago  an  educated  Indian  returning  to  his  people  found  himself 
entirely  separated  and  useless  as  an  educated  and  civilized  man,  he  now  finds  himself  a 
valuable  medium  for  helping  his  own  people  to  meet  the  overpowering  wave  of  civiliza- 
tion that  is  upon  them. 

We  have  returned  from  Carlisle  in  round  numbers  about  two  hundred  pupils  since  we 
began  our  work.  I  am  safe  in  claiming  that  two-thirds  to  three-fourths  of  these  re- 
turned pupils  are  exerting  a  most  valuable  influence  on  their  tribes.  Many  of  them 
are  used  by  the  agents  in  the  schools  and  in  the  workshops  and  even  in  the  offices  of  the 
agency.  We  have  an  instance  where  a  young  Sioux,  after  three  years  at  Carlisle,  has  so 
fitted  himself  in  his  penmanship  and  knowledge  of  office  duties  as  to  get  a  salary  of  $60 
a  month  as  an  assistant  clerk.  One  of  our  graduates  has  charge  of  the  discipline  and 
management  out  of  school  hours  of  the  boys  in  a  school  of  125  pupils.  From  the  agent, 
from  the  teachers,  and  from  the  superintendent  of  the  school  I  have  the  most  flattering 
encomiums.  Others  are  employed  as  blacksmiths,  carpenters,  harnessmakers,  and  shoe- 
makers after  having  acquired  some  knowledge  of  these  trades  in  our  Carlisle  school,  and 
are  standing  examples  to  their  people  of  the  utility  of  civilized  knowledge  and  occu- 
pations. 

I  would  however  revert  to  the  original  idea  and  that  is  the  absorption  of  the  Indians 
in  our  population  the  same  as  that  of  all  other  races  that  come  from  foreign  shores  to  us. 
We  must  build  forward  and  as  rapidly  as  possible  to  the  day  when  we  shall  have  no  ex- 
clusive schools  for  Indians,  but  when  Indians  shall  enter  into  our  school  systems  and 
into  our  labor  systems  the  same  as  the  other  races;  and  it  is  not  a  very  great  matter  to 
accomplish  this  result.  We  have  upward  of  fifty  millions  of  people,  and  we  have  only 
261,000  Indians,  one  Indian  to  every  two  hundred  of  our  population.  There  is  not  the 
same  race  prej  udice  against  the  Indian  as  against  some  other  peoples.  Indeed  the  whites 
may  well  be  reminded  that  many  now  classed  as  Indians  are  more  Anglo-Saxon  than  In- 
dian. Besides,  many  traits  of  Indian  character  have  always  received  the  commendation 
of  the  Saxons. 

The  effect  of  our  observation  and  experience  in  this  work  is  to  mpke  us  more  and  morei 
confident  of  the  successful  result  of  well-directed  industrial  Indian  education. 
Very  respectfully,  your  obedient  servant, 

R.  H.  PRATT, 

First  Lieutenant  Tenth  United  States  Cavalry,  Superintendent. 
Gen.  JOHN  EATON, 

Commissioner  of  Education,  Washington,  D.  C. 


INDUSTRIAL   EDUCATION   IN   THE    UNITED    STATES.  305 

THE  INDIAN  SCHOOL  AT  FOREST  GROVE,  OREGON. 

[From  the  Oregonian.] 

The  Indian  Industrial  and  Training  School  at  Forest  Grove  dates  from  the  year  1879. 
In  this  year  the  appropriation  of  $5,000  was  conditionally  secured  for  the  establishment 
of  an  Indian  training  school  and  Capt.  M.  C.  Wilkinson,  an  energetic  and  enthusiastic 
advocate  of  this  method  of  dealing  with  and  settling  the  Indian  problem,  was  placed  in 
charge  of  the  work.  This  amount  was  by  the  Secretary  of  the  Interior  set  apart  for  the 
purpose  designated  from  the  civilization  fund  created  from  the  sale  of  Indian  land  in 
Kansas  and  was  not  a  Congressional  appropriation.  Its  conditions  required  the  school 
to  be  in  progress  with  an  attendance  of  25  pupils  by  the  following  July.  Captain  Wil- 
kinson went  immediately  to  work.  A  site  was  secured  adjoining  the  town  of  Forest 
Grove  on  the  northwest,  consisting  of  four  acres  of  land  in  a  state  of  primeval  wildness. 
Here  ground  was  broken  for  the  school  in  November,  1879,  and  the  work  was  pushed 
forward  with  so  much  energy  that  on  the  26th  of  February,  1880,  the  school  opened  with 
18  pupils,  gathered  from  the  Puyallup  tribe.  With  this  first  sum  of  $5,000  a  clearing 
was  made  and  a  building  60  by  32  feet,  two  stories  high,  with  a  wing  or  addition  30  by  30 
for  kitchen,  laundry,  &c.,  was  erected;  the  children  were  gathered  from  their  homes,  sub- 
sistence and  stores  were  purchased,  and  employes  paid  for  one  year. 

A  nucleus  was  now  formed  around  which  industrial  forces  began  to  rally.  In  1880  an 
appropriation  of  $10,000  was  granted  from  the  same  fund,  and  another  building  of  the  same 
dimensions  as  the  first  was  constructed  by  the  labor  of  the  Indian  boys  alone.  Added 
to  this  building  was  a  wood  shed  and  wash  room  24  by  15  feet.  The  four  acre  tract  was 
cleared  of  trees  and  undergrowth,  leveled,  and  inclosed  with  a  substantial  board  fence, 
which,  together  with  all  buildings  and  outbuildings,  was  neatly  whitewashed.  Side- 
walks were  laid  around  the  buildings  and  cross-walks  between  the  two,  these  greatly  aid- 
ing in  keeping  the  floors  clean.  These  buildings  present  on  the  outside  an  appearance 
precisely  similar,  and  stand  a  distance  of  perhaps  200  feet  apart.  On  the  ground  floor 
of  the  first  are  the  school  rooms,  chapel,  and  boys'  sitting  room.  The  school  rooms  have 
comfortable  seats  and  the  same  appliances  in  the  way  of  maps,  charts,  blackboards,  &c. , 
that  are  usually  found  in  the  district  school  house.  In  the  upper  story  of  this  building 
is  the  boys'  dormitory,  an  apartment  extending  the  entire  length  of  the  main  building, 
passably  well  ventilated  and  kept  scrupulously  clean.  The  beds  are  placed  in  two  rows, 
six  feet  apart,  furnished  with  good  mattresses  and  pillows  and  made  comfortable  by  gray 
blankets.  Two  boys  occupy  each  bed.  The  bedsteads  are  home  made,  or  rather  '  'school 
made,"  being  the  work  of  the  boys  themselves,  under  direction  of  Captain  Wilkinson. 

The  second  building  contains  on  the  ground  floor  the  school  dining  room,  the  sewing 
room,  and  the  matron's  and  superintendent's  private  apartments.  On  the  upper  floor  is 
situated  the  girl's  dormitory.  This  is  divided  into  rooms,  in  each  of  which  is  a  double 
bed,  stand,  &c. ,  the  older  girls  occupying  the  rooms  in  pairs.  There  is  also  an  extension 
of  this  dormitory,  arranged  like  that  occupied  by  the  boys,  where  the  younger  girls  sleep. 

The  long  tables  in  the  dining  room  are  neatly  covered  with  white  oil  cloth,  and  when 
laid  with  linen  washed  and  ironed  by  the  Indian  girls,  and  laden  with  well  cooked  veg- 
etables, raised  by  the  Indian  boys,  and  surrounded  by  both  girls  and  boys  neatly  clad 
and  dining  after  the  manner  of  civilized  people,  they  present  in  themselves  an  encourag- 
ing picture  of  civilization. 

As  an  individual  instance  of  the  great  transformation  effected  in  these  heretofore  un- 
tutored children  of  nature,  the  writer's  attention  was  called  to  the  Spokane  girl  who  has 
charge  of  the  table  linen  and  general  supervision  of  the  dining  room.  It  is  stated  that 
upon  her  arrival  at  the  school  some  two  and  a  half  years  ago  she  was  a  complete  speci- 
men of  the  wild,  untidy  Indian  girl  of  the  border,  unable  to  speak  a  word  of  English, 
and  was  withal  unusually  repulsive  in  her  appearance.  So  ready  a  pupil  has  she  become 
in  the  ways  of  civilization  that  she  is  now  as  neat  as  any  country  lass;  is  careful  and 
painstaking  in  the  labor  assigned  her,  speaks  English  quite  intelligently,  and  is  polite 
and  engaging  in  her  manners.  Her  case  is  but  a  single  instance  of  the  progress  made  by 
the  girls  in  the  art  of  civilized  home  making;  and  when  these,  after  their  term  expires, 
are  returned  to  their  people  the  hope  is  certainly  not  without  reason  that  their  influence 
in  cultured,  womanly  ways  will  be  of  vast  benefit.  The  work  and  government  of  the 
house  and  school  are  thoroughly  systematized  and  each  department  is  placed  under  the 
charge  of  careful,  competent,  and  thoroughly  trained  assistants,  the  whole  being  at  present 
under  the  management  of  Mrs.  Gertrude  B.  Wilkinson. 

The  employes  are  a  clerk  and  superintendent,  a  matron,  two  teachers,  a  farmer,  seam- 
stress, blacksmith,  shoemaker,  and  carpenter,  who  each  supervise  their  special  branch  of 
industrial  education.  In  conducing  the  school  cleanliness  and  obedience  are  the  first 
rules,  and  that  these  are  carefully  enforced  is  apparent  to  the  visitor. 

The  sexes  are  kept  strictly  separate  in  play  and  work,  the  dividing  line  between  the 
S.  Ex.  25 20 


306  INDUSTRIAL    EDUCATION    IN    THE    UNITED    STATES. 

two  buildings  and  play  grounds  being  indicated  by  a  row  of  flower  beds,  being  called  by 
Captain  Wilkinson  the  "dead  line,"  but  renamed  by  Mrs.  Wilkinson  the  "life  line,'' 
it  being  explained  by  this  lady  to  the  pupils,  in  her  pleasant  and  convincing  way,  as  the 
moral  life  of  the  Indian  to  observe  strictly  the  social  and  moral  conditions  without  which 
it  is  impossible  for  any  people  to  be  healthful,  happy,  and  prosperous.  Efforts  are  made 
to  break  up  all  tribal  associations,  those  of  race  being  deemed  ample  to  hold  the  Indians 
in  bonds  of  fraternal  sympathy.  Among  the  first  things  insisted  upon  is  the  use  of  the 
English  language.  So  far  as  can  be  avoided,  no  "Indian  talk  "  is  allowed,  and  by  strict. 
attention  to  this  matter  the  pupils  are  usually  able,  often  in  three  or  four  months,  to 
communicate  tolerably  well  in  English.  Progress  is  made  here  to  a  certain  extent,  after 
which  for  a  time  advancement  seems  to  cease  altogether,  until  the  pupil  is  taught  to 
"think  in  English,"  thus  making  the  language  his  own  instead  of  a  mere  medium 
whereby  his  thoughts  in  the  language  of  his  tribe  are  conveyed.  When  this  point  is  es- 
tablished the  progress  is  more  rapid,  and  is  indeed  in  most  cases  quite  satisfactory.  In 
the  schools  the  rudimentary  elements  of  education  are  taught  by  oral  and  written  methods 
and  object  lessons,  each  being  patiently  applied.  As  at  present  arranged  each  pupil 
spends  a  half  day  in  the  school  room  and  a  half  day  in  the  shops  or  work  rooms.  This 
rule  is  absolute,  no  pupil  being  excused  except  for  illness.  In  industrial  pursuits  the 
boys  are  taught  blacksmithing,  shoemaking,  carpentering,  wagonmakiug,  and  farming. 
The  blacksmith  and  shoe  shops  are  located  in  the  center  of  the  village  of  Forest  Grove. 
There  are  in  the  first  seven  apprentices,  and  the  cash  received  for  their  labor  for  the 
fiscal  year  ending  June  30,  1882,  was  $1,038.50. 

These  boys  are  strong  and  muscular,  work  at  the  forge  and  wield  the  sledge  with  a 
will,  and  learn  readily.  In  the  shoemaker's  shop  are  eight  apprentices.  These  made 
shoes  for  the  school  from  the  1st  of  March  to  the  31st  of  August,  1882,  to  the  value  of 
$212.25.  The  cash  received  for  labor  for  the  same  period  amounted  to  $133.95.  In  car- 
penter work  during  the  two  months  preceding  the  last  report  made  by  Captain  Wilkin- 
son, thirteen  boys  built  two  dormitories  32  by  32  feet,  24  feet  high;  a  sick  ward,  double 
walled,  25  by  36,  12  feet  high;  an  addition  to  the  kitchen,  14  by  28  feet,  and  in  the  same 
time  made  seven  bedsteads.  These  boys  did  all  tie  work,  putting  it  together  in  a  sub- 
stantial and  workmanlike  manner,  the  carpenter  of  course  directing.  Last  spring  a 
tract  of  45  acres  of  land  was  rented  and  10  boys  were  put  under  the  direction  of  the 
farmer.  Of  the  tract  14  acres  were  pasture  land,  from  which  was  harvested  10  tons  of 
hay.  On  the  residue  was  raised  5  bushels  of  onions,  300  dozen  green  onions  for  table 
use,  96  bushels  of  beans,  340  bushels  of  potatoes,  120  dozen  cabbage,  150  bushels  of 
apples,  6  bushels  of  plums,  10  bushels  of  pears,  56  bushels  of  peas,  153  bushels  of  beets, 
154  bushels  of  turnips,  1,272  dozen  ears  of  green  corn  and  10  bushels  of  tomatoes.  The 
boys  in  addition  to  their  work  in  the  garden  during  the  summer  built  a  sewer  750  feet 
long  and  4^  feet  deep,  cut  50  cords  of  wood  for  winter  use  and  labored  as  opportunity 
offered  in  the  neighboring  harvest  fields.  It  will  be  seen  that  the  industrial  progress  of 
the  boys  is  rapid  and  is  of  a  varied  character. 

The  girls  on  entering  the  school  are  first  started  at  the  wash-tub,  the  fitness  of  this 
being  obvious,  as  personal  cleanliness  is  unknown  to  them  in  a  savage  state.  This  is 
followed  by  instruction  in  ironing,  dishwashing,  preparing  vegetables  for  cooking,  sweep- 
ing, scrubbing,  cookery,  chamberwork,  sewing,  and  mending.  During  the  year  ending 
June  30,  1882,  they  had,  under  direction  of  the  seamstress,  made  1,118  garments  and 
had  kept  their  own  and  the  boys'  clothes  in  repair,  besides  attending  to  their  studies 
and  taking  their  turn  at  housekeeping  details.  The  most  judicious  care  is  exercised 
over  the  morals  of  all  the  pupils,  their  instruction  in  ways  of  modesty  and  virtue  being  not 
the  least  of  the  teacher's  care.  All  pupils,  unlesss  ill,  attend  divine  service  every  Sun- 
day, and  have  on  stated  evenings  prayer  meetings  and  other  religious  exercises  in  their 
own  chapel-room. 

Their  deportment  during  these  services  is  usually  good,  as  is  also  their  deportment 
about  the  school,  shops,  and  grounds.  It  is  not  claimed  that  Indian  boarding  schools 
are  doing  more  than  pioneer  work.  In  their  management  there  is  neither  precedent  nor 
text-books  to  follow.  From  the  first  the  school  at  Forest  Grove  has  been  hampered  for 
means.  The  first  three  appropriations  of  $5,000,  $10,000,  and  $15,000  from  the  civiliza- 
tion fund,  as  before  stated,  were  supplemented  last  year  by  a  Congressional  appropria- 
tion of  $30,000. 

Want  of  funds  has  prevented  the  use  of  many  conveniencies  which  are  considered  nec- 
essary to  the  proper  management  of  a  private  family  and  which  are  even  more  essential 
to  the  smooth  working  of  a  large  household.  Too  often  the  ingenuity  of  teachers  is 
taxed  to  see  how  they  could  manage  to  do  without  instead  of  how  they  could  teach  the 
pupils  to  use  the  appliances  of  civilized  life.  The  time  heretofore  allotted  to  the  students 
for  instruction  in  the  training  school  was  three  years.  It  is  apparent  that  to  return  im- 
mature youth  to  heathen  homes  after  only  three  years'  training  in  ways  of  civilization 
under  specially  favorable  conditions  is  a  hazardous  experiment.  Justice  and  true  economy 


INDUSTRIAL   EDUCATION   IN   THE   UNITED    STATES.  307 

alike  require  a  supplemental  course  of  at  least  two  years  to  give  the  new  habits  formed 
time  to  take  deeper  root.  Hence  hereafter  Indian  parents  will  be  expected  to  surrender 
their  children  for  five  instead  of  three  years. 

There  are  at  present  under  instruction  in  the  school  91  pupils,  varying  in  age  from  10 
to  20  years.  Of  these  54  are  boys  and  37  girls.  Twelve  tribes  are  represented,  as  fol- 
lows: Chehalis,  6;  Alaskans,  12;  Nesquallies,  3;  Oyster  Bay,  2;  Pitt  River,  2;  Piute,  1; 
Puyallup,  22;  Spokane,  18;  Snohomish,  1;  Umatilla,  10;  Warm  Springs,  2;  Wascoes,  12. 

As  has  before  been  stated,  efforts  are  made  to  abolish  all  tribal  associations,  and  so 
successfully  that  one  or  two  representatives  of  several  tribes  feel  quite  as  much  at  home 
as  those  that  are  represented  by  large  numbers. 

The  great  need  of  the  school  at  present  is  land.  The  four  acres  occupied  belong  io 
Pacific  University,  and  efforts  will  be  made  the  coming  year  to  lease  for  a  long  term  of 
years  or  to  buy  the  site  occupied.  To  earn  the  Congressional  appropriation  of  $30,000 
it  will  be  necessary  to  have  147  pupils  under  tutelage  for  a  year,  and  to  accommodate 
the  increased  number  the  superintendent  is  now  making  important  additions  to  the 
buildings.  Captain  Wilkinson,  who  had  been  in  charge  of  the  work  from  its  incep- 
tion, was  a  few  months  since  ordered  to  join  his  regiment  at  Missoula  and  was  thus 
compelled  to  relinquish  the  work.  This  removal  is  greatly  to  be  regretted  at  the  pres- 
ent stage  of  affairs,  as  it  will  be  almost  impossible  for  any  one  else  to  take  up  the  work 
and  carry  it  forward  in  detail  without  more  or  less  loss  of  time.  The  Department  of  the 
Interior  has,  however,  done  the  best  possible  thing  under  the  circumstances,  in  placing 
Mrs.  Wilkinson  in  charge.  She  has  been  from  the  first  an  enthusiastic  worker,  has  shared 
fully  all  of  her  husband's  plans,  and  has  once  visited  Washington  in  the  interest  of  the 
school. 

It  was  thought  best  to  separate  the  school  proper  entirely  from  Pacific  University. 
This  has  accordingly  been  done  and  Lieutenant  Pierce  detailed  to  succeed  Captain  Wilkin- 
son as  professor  of  military  tactics  in  the  university.  A  visit  to  the  Indian  industrial  school 
at  Forest  Grove  will  well  repay  the  curious,  the  skeptic,  or  the  humanitarian.  The  vis- 
itor who  inspects  it  and  learns  from  its  workings  cannot  fail  to  be  impressed  favorably 
with  the  civilizing  effects  upon  the  Indian  youth,  and  will  look  with  interest  as  the  years 
go  on  for  a  chronicle  of  the  good  results  which  can  scarcely  fail  to  follow  this  educational 
effort. 

An  account  of  Indian  education  at  Hampton  Institute,  Virginia,  has  already  been 
given  in  connection  with  the  description  of  that  institution  in  Appendix  A. 


INDEX. 


The  extended  statements  in  the  appendixes  respecting  individual  institutions  usually  contain  facts 
about  (1)  their  objects  ;  (2)  finances ;  (3)  faculties ;  (4)  students ;  (5)  scholarships ;  (6)  courses  of  study ; 
and  (7)  buildings  'and  appliances.  Entries  under  these  headings  were  not  generally  made  in  indexing 
the  appendices.  Reference  to  the  respective  institutions  will  guide  the  reader  to  information  on  these 
subjects. 

A. 

Page. 

Abbot,  President  T.  C. ,  his  opinion  of  manual  labor 28 

Agassiz,  Professor,  his  opinion  of  the  Massachusetts  Agricultural  College 142-157 

Agricultural  and  Mechanical  College  of  Kentucky,  account  of 129-131 

scholarships - 21 

Agricultural  and  Mechanical  College  of  Mississippi,  account  of 168-171 

manual  labor 27 

Agricultural  and  Mechanical  College  of  Missouri,  account  of 175 

Agricultural  and  Mechanical  College  of  Texas,  account  of 230-232 

scholarships 22 

shop  practice 31 

Agricultural  College  and  Mechanics'  Institute,  Claflin  University,  account  of.  226, 227 

Agricultural  colleges,  courses  of  study 24-28 

faculties 19, 20 

finances 17-19 

graduates 23 

objects 8-16 

principles  determining  their  establishment  and  organization 13-15 

reports  required  of 7 

results 34 

statistics 249-255 

students 20 

tuition  and  scholarships 21-23 

work  of 3-6 

Agricultural  department,  University  of  Tennessee 229 

Agricultural  experiments 29 

Agricultural  experiment  station  in  Connecticut 95 

in  New  Jersey ,.          183 

in  North  Carolina .. 208 

in  Ohio 211 

Agricultural  instruction  in  Louisiana  University 131 

Agricultural  schools  in  Europe,  comparison  of  American  schools  with 5, 6 

Agriculture,  college  of,  Illinois  Industrial  University 105, 106 

University  of  Minnesota 163 

Agriculture,  courses  and  instruction  in,  Brown  University 223 

Bussey  Institution 36 

Cornell  University 185-187 

Kansas  Agricultural  College , 125 

Maine  State  College 133 

Michigan  Agricultural  College 159 

Mississippi  Agricultural  College 170 

Ohio  State  University 210,211 

Pennsylvania  State  College 217, 218 

•  Purdue  University 112 

Rutgers  Scientific  School 181,182 

Sheffield  Scientific  School 96 

Texas  Agricultural  and  Mechanical  College 230, 231 

Uni  versity  of  California 89 

University  of  Georgia 100 

Uni  versity  of  Nebraska 177 

University  of  Wisconsin 247 

Vermont  Agricultural  College 233 

West  Virginia  State  University 246 

309 


310  INDEX. 

Page. 

Agriculture,  relations  of  science  to 4 

Agriculture,  school  of,  Iowa  Agricultural  College 119 

Agriculture,  studies  iu 20 

in  University  of  North  Carolina 207 

Agriculture,  study  of,  in  Alabama  Agricultural  College 82 

Agriculture,  work  in,  at  Hampton  ( Va. )  Institute 238, 239 

Aid  to  students  in  agricultural  colleges 22 

Alabama  Agricultural  and  Mechanical  College,  account  of 81-84 

mining  engineering 32 

Alcorn  Agricultural  and  Mechanical  College 171 

American  Institute  of  Instruction,  recommendations  of  committee  on  indus- 
trial education  56 

American  principles,  preservation  of 77 

Apprentices,  instruction  for  carriage  builders' 272 

Apprenticeship,  condition  of 8-10 

lack  of,  being  supplied 75 

reasons  for  decay  of 10 

unnecessary  extension  of 156 

Architecture,  course  in  building  and,  in  University  of  Georgia 101 

Architecture,  course  in,  in  Cornell  University 189 

Massachusetts  Institute  of  Technology 144 

University  of  Minnesota 165 

Architecture,  instruction  in  home 285 

Architecture,  school  of,  Illinois  Industrial  University 107 

Arkansas  Industrial  University,  account  of 84-86 

Armstrong,  General  S.  C.,  report  of  Hampton  Normal  and  Agricultural  In- 
stitute    237-241 

on  Indian  education  in  the  East 241-243 

Art,  course  in  industrial,  Purdue  University 115 

gallery  of,  Illinois  Industrial  University 108 

school  of,  Illinois  Industrial  University 108 

schools  of,  Cooper  Union 39 

Artisans,  powers  necessary  to „. 56 

Art  School,  Massachusetts  Normal 35 

Atkinson,  Prof.  Edward,  on  the  need  of  educating  the  operative 75 

Atlanta  University 103 

B. 

Badger,  Rev.  Henry  C. ,  remarks  on  Cornell  University 197 

Battle,  Hon.  Kemp  P.,  statements  respecting  University  of  North  Carolina. . .  208 

Bavaria,  higher  agricultural  education  in 6 

Boarding-houses,  licensing  of,  in  South  Carolina .   22 

Boston,  Mass. ,  evening  drawing  schools 50 

introduction  of  manual  labor  into  its  schools 54-55 

sewing  in  its  schools 60 

Boston  Industrial  School,  work  of 54 

Brewster  &  Co. ,  instruction  of  apprentices  with 272 

Brown  University 221-223 

Bussey  Institution 36 

C. 

California,  University  of.    (See  University  of  California.) 

Campbell,  Helen,  on  cooking  schools  in  the  South 290-293 

Carlisle  Barracks,  Indian  school  at 302-304 

Carpentry,  instruction  in,  in  Kansas  Agricultural  College 127 

in  manual  training  school,  Saint  Louis '267 

Carpentry  and  joinery,  course  in,  in  Purdue  University 114 

in  Massachusetts  Institute  of  Technology 150-TL51 

Carriage  Builders'  National  Association,  report  of  its  committee  on  technical 

training 273-275 

Carriage-makers,  instruction  of 272-275 

Carriage  mechanics,  evening  class  for,  at  New  Haven 

technical  school  for •>! 

Carriages,  library  of  works  relating  to 273 

Case  School  of  Applied  Science 41 

Chambers,  Prof.  W.  H.,  statement  of  agriculture  in  Alabama  Agricultural 

College 82 


INDEX.  311 

Page. 

Chandler  scientific  department  of  Dartmouth  College 

Chaney,  Rev.  George  L.,  his  idea  of  school  shops 

Chemistry,  courses  in,  in  agricultural  colleges 

Chemistry,  instruction  in,  in  Alabama  Agricultural  College 

Arkansas  Industrial  University 86 

Cornell  University 192-194,300 

Illinois  Industrial  University 107,297 

Kansas  Agricultural  College 126 

Maine  State  College 133,135,298 

Massachusetts  Institute  of  Technology 144,299 

Michigan  Agricultural  College 159 

Ohio  State  University 210 

Purdue  University 116,298 

Rutgers  Scientific  School 181,299 

Sheffield  Scientific  School 295-297 

University  of  California 90, 295 

University  of  Georgia 101, 297 

University  of  Missouri 174 

University  of  North  Carolina 205 

University  of  Vermont 301 

Worcester  County  Free  Institute 261 

Chemistry,  instruction  in  agricultural,  in  Cornell  University 186, 193 

University  of  Minnesota 164 

Chemistry,  value  of,  to  industries 13 

Chemistry  and  mineralogy,  department  of,  in  University  of  Tennessee 229 

Chemistry  and  physics,  course  in,  in  Pennsylvania  State  College 217,218 

Chemnitz,  Saxony,  industrial  education  in 45 

Children,  industrial  instincts  of 46 

removal  of,  from  school  to  work 48 

Citizenship,  education  for,  needed  in  America 5 

Civil  engineering,  instruction  in,  in  Cornell  University 190-191 

Maine  State  College 134 

Massachusetts  Institute  of  Technology 143 

Ohio  State  University * 210 

Pennsylvania  State  College 218 

Rutgers  Scientific  School 181 

Sheffield  Scientific  School 95 

University  of  Minnesota 165 

Worcester  County  Free  Institute 260 

See  also  Engineering. 

Civil  engineering  and  mechanics,  course  in,  in  Rutgers  Scientific  School 181 

Clanin  University 226,227 

Classification  of  students  of  Ohio  State  University 212 

Colorado  Agricultural  College,  account  of 91-93 

department  of  drawing  and  mechanics 30 

manual  labor • 27 

Colorado  State  School  of  Mines 35 

Colored  youth,  education  of,  at  Hampton,  Va 237-245 

Columbia  College  School  of  Mines 39 

Cookery,  instruction  in 277,278,279-282,285-293 

New  York  School  of  Cookery 285-288 

See  Domestic  Science. 

Cooking  schools  in  the  South 290-293 

Cooper  Union  for  the  Advancement  of  Science  and  Art 38 

School  of  Telegraphy  of 72 

Cornell  University,  account  of 183-204 

instruction  in  chemistry 300 

instruction  in  horticulture 73 

shop  practice 31 

Corson,  Miss  Juliet,  her  account  of  New  York  School  of  Cookery 386-288 

Corvallis  College 213 

Course  of  study  in  Colorado  Agricultural  College 92 

Courses  of  study  in  colleges  of  agriculture  and  the  mechanic  arts 24-34 

Crime,  diminution  of,  through  industrial  education 76 

D. 

Dairying,  instruction  in,  in  Kansas  Agricultural  College 127 

instruction  for  women  in 73 


312  INDEX. 

Page. 

Dairy  of  Iowa  Agricultural  College 119 

Dartmouth  College,  scientific  and  engineering  branches  of 37-38 

Deaf  and  dumb,  instruction  of,  in  cookery > 291 

Delaware  College 97-98 

Design,  school  of,  Massachusetts  Institute  of  Technology 73, 146 

Designs,  value  of  attractive 13 

Domestic  economy,  department  of,  Iowa  Agricultural  College 121, 278 

instruction  in,  in  Kansas  Agricultural  College 127 

Domestic  science,  instruction  in 63, 277-293 

school  of,  Illinois  Industrial  University 109,279-285 

Drawing,  course  in,  in  manual  training  school,  Washington  University 266 

Purdue  University 115,116 

Sheffield  Scientific  School 96 

University  of  Georgia 101 

Drawing,  department  of  mechanical,  Stevens  Institute  of  Technology .., 262,263 

instruction  in,  in  Worcester  County  Free  Institute 261 

instruction  in  freehand,  in  Cornell  University 192-204 

value  of,  in  industries 13-74 

value  of,  to  mechanics 48 

Drawing  classes  in  mechanics'  institutes 40, 42 

Drawing  department,  Washington  University 265 

Drawing  in  evening  schools 49-52 

Dwight  School,  Boston,  shop  practice  at 55 

E. 

Economy,  encouragement  of  students  in 22 

Electrical  engineering,  instruction  in,  in  Massachusetts  Institute  of  Tech- 
nology   145 

Elizabeth  Aull  Seminary,  school  of  home  work  of 63 

Engineering,  college  of,  Illinois  Industrial  University 106 

Engineering,  course  in,  in  University  of  California 90 

University  of  Georgia '. 101 

Engineering,  department  of,  Washington  University 264 

Engineering,  instruction  in,  Alabama  Agricult  •  ral  College 82 

Engineering,  school  of,  Iowa  Agricultural  College 120 

Purdue  University 116 

University  of  Missouri 174 

See,  also,  entries  under  Civil  engineering,  Mining  and  metallurgy,  and 

Mechanical  engineering. 

Engineering  and  surveying,  instruction  in,  in  North  Carolina  University  ....  207 

Engineering,  museum  of,  Cornell  University 203 

Esthetics,  instruction  in  household 283 

Etiquette,  instruction  in 285 

Evening  classes  for  women,  New  Century  Woman's  Club  of  Philadelphia 294 

of  Franklin  Institute 43 

of  Ohio  Mechanics'  Institute 40 

of  Spring  Garden  Institute 42 

Evening  drawing  schools 49-52 

Evening  High  School  of  New  York,  purposes  and  occupations  of  its  students.  47 

studies  in 48 

Evening  school  of  science,  Cooper  Union 39 

Evening  schools - 47-52 

Excursions  of  students  of  Columbia  College  School  of  Mines 39 

Experimental  farm,  advisability  of  procuring,  in  Vermont  — 234 

Experimental  work,  Colorado  Agricultural  College 93 

Massachusetts  Agricultural  College 141 

New  Hampshire  College  of  Agriculture  and  the  Mechanic  Arts 180 

Purdue  University 113 

University  of  Minnesota 1C7 

University  of  Wisconsin 247 

Experiments,  agricultural 

Experiment  station  in  North  Carolina 208 

Ohio  State  University 211 

Rutgers  Scientific  School 183 

F. 

Fairchild,  President  Geo.  T.,  his  report  of  Kansas  State  Agricultural  College.  123-129 

Farmers,  demand  of,  for  agricultural  schools «  4 


INDEX.  313 

Page. 

Farmers'  institutes,  at  Pennsylvania  State  College 219 

in  Colorado 91 

Farmers'  lecture  course,  University  of  Minnesota 165 

Farms  of  agricultural  colleges.... 86,  93,  109,  123,  124,  136,  138,  141,  160,  165,  169,  175, 

177,  179,  182,  201,  212,  221,  227,  229,  231,  235,  239 

Finances  of  colleges  of  agriculture  and  the  mechanic  arts 17-19 

Foley,  Thomas,  remarks  on  manual  training 156 

Food  and  dietetics,  instruction  about 280 

Forest  Grove,  Oreg.,  Indian  school  at 305-307 

Forging,  course  in  manual  training  school,  Saint  Louis 268 

Massachusetts  Institute  of  Technology 151, 155 

in  Purdue  University 114 

Foundry  course,  Massachusetts  Institute  of  Technology 151, 154 

Franklin  Institute 41 

G. 

Geological  and  natural  history  survey  of  Minnesota 167 

Georgia  State  College  of  Agriculture  and  the  Mechanic  Arts,  account  of 99-102 

German  technical  instruction  compared  with  American 7 

Gloucester,  Mass.,  manual  training  at 53 

Goss.  Prof.  M.  F.  M.,  his  account  of  mechanical  instruction  in  Purdue  Uni- 
versity    114 

Graduates  of  colleges  of  agriculture  and  the  mechanic  arts 23 

of  industrial  institutions,  the  ends  served  by  them 76 

of  the  Alabama  Agricultural  and  Mechanical  College 81 

Hampton  (Va.)  Institute 243 

Illinois  Industrial  University 105, 110 

Iowa  State  Agricultural  College 118 

Maine  State  College 133 

Massachusetts  Agricultural  College 140 

Massachusetts  Institute  of  Technology 143 

Michigan  Agricultural  College 159 

Pennsylvania  State  College ... 215 

Kutgers  Scientific  School 182 

University  of  Minnesota 162 

University  of  Tennessee 228 

Worcester  County  Free  Institute 257 

Gregory,  J.  M.,  tribute  to,  by  regent  of  Illinois  Industrial  University 110 

Gregory,  Mrs.  J.  M.,  her  account  of  the  school  of  domestic  science,  Illi- 
nois industrial  University 279-285 

H. 

Hampton  Normal  and  Agricultural  Institute,  account  of 236-245 

domestic  instruction 64 

manual  labor 28 

statistics  of  graduates 24 

Hardaway,  Prof.  R.  A.,  his  reports  on  engineering  and  military  instruction  in 

Alabama  Agricultural  College 82,  83 

Harvard  University,  course  for  women  at 58 

scientific  departments 36 

Hill,  Gen.  D.  H. ,  his  report  of  Arkansas  Industrial  University 84-85 

History  and  political  science,  instruction  in,  in  Cornell  University 197-200 

Home  architecture,  instruction  of  women  in 285 

Horticulture,  instruction  in,  in  Cornell  University 186 

Kansas  Agricultural  College 126 

University  of  Minnesota 164 

instruction  of  women  in 73 

studies  in,  in  Illinois  Industrial  University 106 

Hubbard,  George  A.,  his  description  of  his  evening  class 272 

Humes,  President  Thomas  W.,  his  report  of  University  of  Tennessee 227-229 

Huntington,  Miss  Emily,  her  kitchen  garden  system 62 

Huntington  industrial  works  of  Hampton  Institute 239 

Hygiene,  instruction  of  women  in 282 

I. 

Illinois  1  ndustrial  University,  account  of 103-110 

instruction  in  chemistry i&7 


314  INDEX. 

Illinois  Industrial  University — Continued.  Page. 

mechanical  engineering 30 

mining  and  metallurgy 32 

Indian  education  at  Hampton  ( Va. )  Institute 240-243 

Indian  girls,  instruction  of,  in  cookery 237 

Indian  industrial  school  at  Carlisle,  Pa 302-304 

at  Forest  Grove,  Oreg 305-307 

Indian  instruction  in  the  East 241-243 

Industrial  college  of  University  of  Nebraska 177-178 

Industrial  education,  need  of,  in  America 4 44 

promised  results  of . 74 

Industrial  education  in  agricultural  colleges 24-34 

in  schools  other  than  those  endowed  with  the  national  land  grant 34-57 

Industrial  work  in  evening  schools 47 

Industries,  increasing  value,  of  American 74 

Instructors,  large  number  of,  in  foreign  technical  schools 7 

Instructors  in  colleges  of  agriculture  and  the  mechanic  arts 19, 20 

Iowa  State  Agricultural  College,  account  of 118-123 

manual  labor 28 

shop  practice 30 

Iron  cutting,  instruction  in,  in  manual  training  school,  Saint  Louis 238 

Iron  working  in  Worcester  Free  Institute 259 

In vestiga lions,  agricultural,  at  Massachusetts  Agricultural  College 141 

J. 

John  C.  Green  School  of  Science 38 

Journal  of  Franklin  Institute 41 

of  Ohio  Institute 40 

K. 

Kansas  State  Agricultural  College,  account  of 123-129 

instruction  for  women 64 

instruction  in  agriculture .' 25 

manual  labor 27 

objects  ....  1 15 

Kentucky  Agricultural  and  Mechanical  College 129-131 

Kindergarten  work,  a  preparation  for  industries 45-47 

Kitchen  garden  at  Hampton  (Va.)  Institute 243 

Kitchen  gardens t>2 

L. 

Laboratories  of  Illinois  Industrial  University 109 

Iowa  Agricultural  College 123 

Massachusetts  Institute  of  Technology 147 

University  of  Georgia 99 

Labor,  manual,  in  agricultural  colleges 27,28 

Colorado  Agricultural  College 95 

Cornell  University 185 

Hampton  (Va.)  Institute    238-240,243 

Iowa  State  Agricultural  College '  123 

Kansas  Agricultural  College 128 

Maine  State  College ' 135 

Michigan  Agricultural  College 159,160 

Mississippi  Agricultural  College 170 

Texas  Agricultural  and  Mechanical  College 232 

Laborers,  effect  of  elementary  education  on 47 

elevation  of,  through  education 74 

skill  needed  by 12 

Ladies'  department  of  University  of  Minnesota 174 

Land,  Congressional  grant  of 16 

Lasell  Seminary,  industrial  training  in 277 

Lawrence  Scientific  School 36 

Lecture  course  for  farmers,  University  of  Minnesota '. 165 

Lectures,  instruction  by 7 

Lectures  of  Franklin  Institute 42 

Lehigh  University,  school  of  technology 43 


INDEX.  315 

Page. 

Leland,  Charles  G. ,  his  circular  on  industrial  art 47 

Lewis  College 44 

Literary  and  scientific  departments,  relations  of,  in  Rutgers  College 180 

Living,  cost  of,  diminished  by  education 75 

Lockett,  Prof.  S.  W.,  his  letter  on  applied  mathematics  in  University  of  Ten- 
nessee            229 

Louisiana  State  University  and  Agricultural  College 131-132 

Lowell  Institute,  lecture  courses  of 146 

M. 

MacDonald,  George,  his  opinion  of  industrial  occupation 75 

Machine  shop  of  Stevens  Institute  of  Technology :          263 

Worcester  Free  Institute 258 

Machine  work,  instruction  in,  in  Purdue  University 114 

Maine  State  College  of  Agriculture  and  the  Mechanic  Arts,  account  of 132-136 

graduates 24, 133 

instruction  in  chemistry 298 

manual  labor 27 

shop  work 30 

Manual  labor.     (See  Labor.) 

Manual  training  in  public  schools 52, 54-56 

Manual  training  school,  Massachusetts  Institute  of  Technology 147 

Washington  University 266-271 

Manual  training  schools,  effect  of,  on  their  students 75 

Manufactures,  improvement  of  American 44 

improvement  of,  through  industrial  education 74 

Marvel,  Mr.  L.  H.,  his  account  of  manual  training  at  Gloucester,  Mass 53 

Maryland  Agricultural  College 136-138 

Maryland  Institute 52 

Massachusetts  Agricultural  College 139-144 

method  of  instruction 25 

Massachusetts  Institute  of  Technology 142-157 

instruction  in  chemistry *. 299 

mining  and  metall  argy 33 

school  of  practical  design 73 

shop  work 30 

Massachusetts  Normal  Art  School 35 

Mechanical  engineering,  courses  and  instruction  in,  Cornell  University 31, 187-188 

Illinois  Industrial  University 30, 106 

Iowa  Agricultural  College —     30, 120 

Louisiana  State  University 131 

Maine  State  College 30, 134, 135 

Massachusetts  Institute  of  Technology 30, 143, 147-157 

Ohio  State  University 31, 210, 211 

Purdue  University 30,113 

Sheffield  Scientific  School 95 

Stevens  Institute  of  Technology 263 

Texas  Agricultural  and  Mechanical  College 31, 230, 231 

University  of  Minnesota 165 

University  of  Wisconsin 247 

Mechanical  laboratory  of  Cornell  University 203 

Mechanical  work  in  Spring  Garden  Institute 42 

Mechanic  arts,  college  of,  University  of  Minnesota 165 

colleges  of  agriculture  and  mechanic  arts,  statistics  of 249-255 

courses  of  study  in 29-34 

instructors  in 20 

School  of,  Massachusetts  Institute  of  Technology 146, 147-157 

University  of  California 89 

Mechanics,  education  needed  by 11 

their  desire  for  technical  education 4 

Mechanics  and  civil  engineering,  course  in,  in  Rutgers  Scientific  School 181 

Mechanics  and  drawing,  department  of,  in  Colorado  Agricultural  College  ...  92 

Mechanics'  institutes 40,41-43 

Metallurgy.     (See  Mining  and  metallurgy.) 

Method  of  instruction  in  manual  training  school  of  Washington  University  .          267 

Metropolitan  Museum  of  Art,  evening  classes  of 52 

Middle  Georgia  Military  and  Agricultural  College 102 


316  INDEX. 

Page. 

Michigan  State  Agricultural  College,  account  of 158-163 

instruction  in  agriculture 25 

Military  department  of  Mississippi  Agricultural  College 171 

Military  instruction  in  Alabama  Agricultural  College 83 

Arkansas  Industrial  University 85 

Kansas  Agricultural  College 128 

Military  science  in  Cornell  University 1H8 

instruction  in,  in  Illinois  Industrial  University 107 

Iowa  Agricultural  College 122 

Miller  Manual  Labor  School 53 

Miller  school  of  agriculture,  zoology,  and  botany,  University  of  Virginia 44 

Milwaukee  College 59 

Mining,  instruction  in,  in  Alabama  Agricultural  and  Mechanical  College 32 

Arkansas  Industrial  University 85 

Cornell  University 191 

Massachusetts  Institute  of  Technology 33, 144 

Ohio  State  University 33,210 

University  of  California 90 

Mining  and  metallurgy,  courses  in 32-34 

department  of  Washington  University 204 

instruction  in,  in  Illinois  Industrial  University 32 

University  of  Vermont 233 

Mines,  Colorado  School  of 35 

Mines  and  Metallurgy,  Missouri  School  of 175-176 

Minnesota,  University  of.     (See  University  of  Minnesota.) 

Mississippi  Agricultural  and  Mechanical  College,  account  of 168-171 

manual  labor 27 

Missouri  State  University 172-176 

Modeling  in  industrial  art  department  of  Purdue  University 115 

Mount  Holyoke  Female  Seminary,  labor  in 63 

Mosier,  Mr.  J.  L.  II.,  his  account  of  noonday  class  of  carriage-makers'  appren- 
tices  272 

his  labors  for  working  youth 51 

Museum  of  Bureau  of  Education,  exhibit  of  school  sewing  work  at 62 

Museum  of  engineering,  Cornell  University 203 

Museums  of  University  of  California 88 

K. 

Naillen,  A.  van  der.  his  school  of  engineering 34 

Natural  history,  instruction  in,  in  Cornell  University 194-196 

Natural  history,  school  of,  University  of  Missouri 174 

Natural  science,  college  of,  Illinois  Industrial  University 107 

Naval  achitecture  in  University  of  Michigan 37 

Towne  Scientific  School 43 

New  Century  Won  an's  Club  of  Philadelphia,  evening  classes  of a.          294 

New  Hampshire  College  of  Agriculture  and  the  Mechanic  Arts 178-lbO 

New  Jersey  Bureau  of  Statistics  of  Labor  and  Industries,  replies  of  workmen 

to 4,8 

New  Jersey  College  for  the  benefit  of  Agriculture  and  the  Mechanic  Arts 180-183 

New  York  School  of  Cookery 285-288 

Nichols,  Dr.  James  R.,  his  opinion  of  education  at  the  Massachusetts  Agricult- 
ural College 142 

North  Carolina,  influence  of  the  State  University 208 

University  of.     (See  University  of  North  Carolina.) 

North  Georgia  Agricultural  College 102 

Nurses,  training  schools  for 64-72 

0. 

Objects  of  colleges  of  agriculture  and  the  mechanic  arts 8-1C 

O' Fall  on  Polytechnic  Institute,  Washington  University 264-266 

Ohio  Mechanics'  Institute 40 

Ohio  State  University,  account  of 209-213 

mining  engineering 33 

practice  in  mechanics 31 


INDEX.  317 

P. 

Page. 

Page,  James  A.,  report  of  shop  at  D wight  School,  Boston 55 

Palfrey,  Gen.  J.  C.,  his  opinion  of  drawing 48 

Pardee  scientific  department  of  Lafayette  College 41 

Paris  Carriage-makers'  Society,  school  of 51 

Parloa,  Miss  Maria,  work  of,  as  a  teacher  of  cookery 288-290 

Pattern-making,  instruction  in,  in  Purdue  University 114 

Patterson,  President  J.  K.,  on  the  position  of  the  Agricultural  and  Mechan- 
ical College  of  Kentucky 130 

Peasants,  prosperity  of,  around  Grouingen,  Holland 75 

Pennsylvania  State  College 214-221 

Physics,  apparatus  for,  in  Uui versi  ty  of  Georgia 99 

Polya,  Mr.  J.,  his  drawing  school  for  carriage- makers 51 

Practical  work  before  technical  training 49 

Practicums  of  Pennsylvania  State  College 219 

Pratt,  Lieut.  R.  H.,  his  account  of  Indian  education  at  Carlisle,  Pa 302-304 

Printing,  instruction  for  women  in 73 

instruction  in,  in  Kansas  Agricultural  College 128 

Prizes  offered  by  Agricultural  and  Mechanical  College  of  Missouri, 175 

Public  schools,  connection  of  Illinois  Industrial  University  with 110 

connection  of  University  of  Minnesota  with 6 

manual  training  in 52, 54-56 

Purdue  University,  account  of 110-118 

instruction  in  chemistry 298 

manual  labor 27 

scholarships 21 

school  of  mechanics 30 

R. 

Ravenal,  Dr.  St.  Julian,  his  experiments  in  agriculture  in  South  Carolina...  225 

Rensselaer  Polytechnic  Institute 40 

Rockford  Seminary 59 

Rose  Polytechnic  Institute 35 

Ruffuer,  Hon.  W.  H.,  his  remarks  on  the  Michigan  Agricultural  College 160 

his  statement  about  Delaware  College 98 

Runkle,  Prof.  John  D.,  his  account  of  the  School  of  Mechanic  Arts  at  Boston.  147-157 

his  enumeration  of  studies  in  the  Royal  Agricultural  Academy  at  Hohen- 

heim 26 

his  statement  of  the  principles  of  the  Russian  system  of  shop  practice  ...  32 

on  differences  between  foreign  and  American  technical  schools 7 

Russell,  Mr.  J.  S.,  his  estimate  of  the  practical  education  of  woman 58 

his  list  of  agricultural  studies 26 

lessons  from  his  work  on  technical  education 11 

Russian  system,  principles  of 32 

Rutgers  Scientific  School,  account  of 180-183 

instruction  in  chemistry 299 

8. 

Salaries,  relation  of,  to  total  expenses  of  agricultural  colleges 18 

Scholarships  in  agricultural  colleges 21 

School  of  mines  and  metallurgy  in  Missouri 33, 175-176 

School-shop  connected  with  Dwight  School,  Boston 55 

Science,  relations  of,  to  agriculture 4 

summer  school  of,  University  of  Minnesota 168 

Secret  societies,  not  allowed  at  Purdue  University 117 

Sewing,  instruction  in 59-62 

in  Kansas  Agricultural  College 128 

Sheffield  Scientific  School,  account  of 93-97 

instruction  in  chemistry 295-297 

mining  engineering 32 

Shop  practice  at  Massachusetts  Institute  of  Technology 146, 151-157 

Worcester  County  Free  Institute 258 

Shops,  equipment  of 147-150 

Shops,  practice  in 30-31 

Shops  and  shop  courses  (illustrated)  of  the  Massachusetts  Institute  of  Tech- 
nology   148^-157 


318  INDEX. 

Page. 

Shops  of  Cornell  University 203 

Illinois  Industrial  University 109 

Kansas  Agricultural  College 125 

manual  training  school,  Washington  University,  Saint  Louis 266-2H7 

University  of  Minnesota 166 

Shop- work,  methods  of 31 

Shop- work  in  Purdue  University 113, 114 

Skilled  labor,  economy  of 11, 12 

Smith  College 59 

South  Carolina  College  of  Agriculture  and  Mechanics 224-227 

South  Georgia  Agricultural  College 103 

Southwest  Georgia  Agricultural  College 102 

Special  students,  provision  for,  in  Iowa  Agricultural  College 119 

Springfield,  Mass.,  evening  drawing  school 50 

Spring  Garden  Institute 42 

Summer  school  of  science,  University  of  Minnesota 168 

Superintendents,  qualifications  necessary  to 12 

Statistics  of  institutions  endowed  with  the  national  land  grant 249-255 

Steam,  study  and  management  of,  Manual  Training  School,  Saint  Louis 268 

Stenography,  instruction  in 72 

Stetson,  Mr.  C.  B.,  his  conclusions  on  value  of  technical  education 12-13 

Stevens  Institute  of  Technology 261-264 

Straight,  Prof.  H.  H. ,  on  industrial  education 56 

Stubbs,  Prof.  Wm.  C.,  his  report  on  chemistry  in  Alabama  Agricultural  Col- 
lege    83 

T. 

Taxation  for  schools  in  Chemnitz,  Saxony 45 

Technical  education,  moral  effects  of 11 

social  effects  of 11 

value  of 12-13 

Technical  education  in  Europe  and  America  contrasted 7 

Technical  schools,  expensiveuess  of 17 

value  of,  to  Chemnitz 45 

Technical  training,  actual  work  a  preparation  for 49 

Telegraphy,  instruction  in,  in  Kansas  Agricultural  College 128 

instruction  of  women  in 72 

Tennessee,  University  of 227-230 

Tenney,  President  E.  P.,  his  remark  on  industrial  education  in  the  West 13 

Texas  State  Agricultural  and  Mechanical  College 230-232 

shop  work 31 

Thayer  School  of  Civil  Engineering 38 

Thompson,  Charles  O.,  his"account  of  the  Worcester  County  Free  Institute..  256-261 

Thompson,  Prof.  S.  E.,  his  statement  about  the  University  of  Nebraska 177-178 

Thwing,  Mr.  Charles  F.,  on  illiteracy  and  want  of  trade  education  in  crimi- 
nals    76 

Ticheuor,  Rev.  I.  T.,  his  report  of  the  Alabama  Agricultural  College 81 

Towne  Scientific  School 43 

Trade,  extension  of  American 44 

Trades,  how  learned 8-10 

Training  schools  lor  nurses 64 

Trenton  Art  School 52 

Tuition  in  colleges  of  agriculture  and  the  mechanic  arts 21 

Turning,  instruction  in,  in  Manual  Training  School,  Saint  Louis 268 

in  Massachusetts  Institute  of  Technology 151, 152 

U. 

Union  College,  School  of  Civil  Engineering 40 

Universities,  relation  of  State,  to  practical  education 14 

University  of  California,  account  of 86-91 

college  of  mining 33 

instruction  in  chemistry 295 

University  of  Georgia 98-103 

instruction  in  chemistay 297 

University  of  Michigan,  engineering  courses  in 37 

University  of  Minnesota,  description  of 164-168 

relation  of,  to  public  schools 6 


IKDEX,  319 

Page. 
University  of  Missouri,  account  of 172-176 

domestic  instruction  in 

University  of  Nebraska 177-178 

University  of  Nevada 178 

University  of  N orth  Ca rolina '204-208 

assignment  of  scholarships 

University  of  Pennsylvania,  Towne  Scientific  School 

University  of  South  Carolina J 224 

University  of  Tennessee 227-230 

University  of  Vermont  and  State  Agricultural  College,  account  of 232-234 

instruction  in  chemistry 

University  of  Virginia 44 

University  of  Wisconsin,  account  of 246-248 

mining  engineering 

mechanical  engineering 

V. 

Vacation  study,  Columbia  College  School  of  Mines 

Vaccine  lymph,  station  for,  in  Louisiana 132 

Vassar  College 59 

Vermont,  University  of.     (See  University  of  Vermont  and  State  Agricultural 
College.) 

Veterinary  museum  of  Cornell  University 202 

Veterinary  science,  instruction  in,  in  Cornell  University 186 

Illinois  Industrial  University 106 

Maryland  Agricultural  College 138 

instructors  in 19 

school  of,  Iowa  Agricultural  College 121 

Virginia  Agricultural  and  Mechanical  College 234-235 

agricultural  studies 26 

Virginia  Military  Institute 44 

Vise  work  in  iron,  in  Purdue  University 114 

W. 

"Wages  increased  by  education 75 

Walton,  Mr.  George  A.,  his  examination  of  students  of  Hampton  Institute...  243-245 

Washington  University 264-271 

Webster,  Daniel,  his  enumeration  of  American  political  principles 77 

Welch,  Mrs.  Mary  B.,  on  instruction  in  domestic  economy  in  the  Iowa  Agri- 
cultural College 278 

Wellesley  College,  instruction  in  science  in 276 

West  Virginia  State  University 245* 

White,  President  E.  E.,  his  remarks  on  students'  expenditures 22 

White,  President  A.  D.,  his  remark  on  the  vitality  of  the  demand  for  practical 

education 5 

Wilkinson,  M.  C.,  his  work  in  Indian  education 305-307 

Wines,  Dr.  E.  C.,  prison  statistics  from 76 

Wisconsin,  University  of.     (See  University  of  Wisconsin.) 

W7ives,  education  of 58 

Woman,  scientific  and  industrial  education  of 57-74 

Women,  industrial  and  scientific  instruction  for 273-294 

Women ,  instruction  for,  in  Massachusetts  Institute  of  Technology 145 

Wood  turning,  course  in,  in  Purdue  University 114 

Wood  working  in  Worcester  Free  Institute 259 

Worcester,  Mass.,  evening  drawing  schools  of 50 

Worcester  County  Free  Institute 256-261 

Workshop  regulations 270 

Wright,  Col.  Carroll  D.,  on  the  improving  condition  of  laborers 75 

Y. 

Yale  College.    (See  Sheffield  Scientific  School). 

Z. 
Zoology,  instruction  in,  in  Cornell  University _. ..  _M .„          195 

O 


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